Research into the analysis of classroom-based writing is replete with techniques and methods meant to bring clarity to the question of how to best conduct instruction and assessment. Findings and suggestions for practice are rooted in a philosophy that asks teachers and linguists to judge students’ writing against a pre-determined standard. Too often, the results do little more than inform teachers and researchers as to which students met the standard and which did not.
This book offers research into the analysis of classroom writing that does not use a set standard or rubric to assess student writing but instead relies on insights from cognitive linguistics to explore the connections between cognition and language in student writing. The result is a creative and linguistically driven analysis of classroom writing that allows the linguist or teacher to view student writing on its own terms.
Bibliographic information published by Die Deutsche Nationalbibliothek
Die Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data is available on the Internet at http://dnb.d-nb.de.
A catalogue record for this book is available from the British Library.
Library of Congress Cataloging-in-Publication Data
Names: Case, Rod E., 1965- author. | Williams, Gwendolyn M., 1972- author. | Cobin, Peter, author.
Title: Cognitive linguistic explorations of writing in the classroom / Rod E. Case, Gwendolyn M. Williams, Peter Cobin.
Description: 1st edition. | New York : Peter Lang, 2019. | Series: Contemporary studies in descriptive linguistics, 1660-9301 ; 46 | Includes bibliographical references and index.
Identifiers: LCCN 2019030955 | ISBN 9781787073449 (paperback)
Subjects: LCSH: English language--Composition and exercises. | Cognitive grammar.
Classification: LCC PE1408 .C383 2019 | DDC 425.01/835--dc23
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