Revolution Lullabye

February 16, 2008

Strong “Language as Teacher”

 Strong, William. “Language as Teacher.” CCC 38.1 (Feb 1987): 21-31.

 Strong investigates the psycholinguistic connection between reading and writing and claims that when writers compose, they write and revise their texts as they alternate between being two different kinds of readers. First, there is the reader-at-work, the writer’s image of someone else who is primarily concerned with content and comprehension. Second, there is the reader-at-play, the writer’s own “best self” who desires innovation and creativity.  Strong compares his reader schema to Bartholomae’s rhetorics of selection and combination. Both rhetorics serve their own purpose, one to divide and categorize information and the other to synthesize, and writers use both during the composing process.

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