Two Classrooms, Two Writing Communities
Urban and Suburban Tenth Graders Learning to Write
Bibliographic Data
| ID | 13682591 |
|---|---|
| Authors | Melanie Sperling (Stanford University, corresponding author), Laura Woodlief (Stanford University) |
| Year | 1997 |
| Volume | 31 |
| Issue | 2 |
| Pages | 1-27 |
| Publication date | 1997-05-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Research in the Teaching of English (JOURNAL) |
| Journal identifiers | ISSN: 0034-527X • E-ISSN: 1943-2348 |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.58680/rte19973881 |
| OpenAlex | W276551307 |
| Language | EN |
| Citations received | 5 |
| References cited | 14 |
Investigates how classroom communities were created to support students’ writing in two contrasting grade-10 English classrooms: one in a low-income urban school with a diverse population, one in a middle-class suburban school. Analyzes class discussions to see how they functioned in creating community. Portrays writing in both classrooms as socially situated
Class (philosophy · Mathematics education · Pedagogy · Population · Situated · Sociology · Urban community · Computer Science · EFL/ESL Teaching and Learning · Psychology · Reading and Literacy Development · Writing and Handwriting Education
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Language in the Inner City
| Unique citing works | 5 |
|---|---|
| Citations per year | 0.18 |
| Citation span | 1998 - 2006 (9) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |