Personality and the Teaching of Composition
Researchers seem to have made little progress toward better understanding the nature and importance of individual differences. The authors present a paradigm to explain such differences so that researchers will be better able to study the wide variety of approaches that students employ. The volume synthesizes and expands the large body of research on individual differences, and shows how personality theory can explain the kinds of individual differences found in writing processes, written products, teaching styles, and other areas. The authors discuss how personality theory can be used to help students develop their writing skills in a process more suited to their personality type, and demonstrate how teachers' responses to student writing is to some extent a reflection of their personality type.
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Individual Writing Processes
Differences in the Process of Writing Development
Helping Writers to Develop
8 other sections not shown
abstract adapt approach to writing audience basic writers become blocked cognitive processes cognitive style composition concepts concrete decisions describe develop developmental dimension discourse discourse community drafts ENFJs ENFP ENTJs ENTPs ESFJ ESFJ/Basic ESFP especially essay evaluate experience extraverts feedback feeling judgment feeling types five-paragraph Georgia State University Glenda's ideas individual inferences INFJ INFP instructors interaction INTJ INTP introverts intuitive perception intuitive types ISFJ ISFP ISTJ ISTP Jensen judging types Jung Jung's model learning styles logical mature MBTI ment Moffett Myers naturally objective organization outer paper paragraph patterns Paulette perceiving types personality type prewriting prose reflects reification fallacy revising sample seems sensing types sentence strengths structure talk teachers teaching tend to write theory things thinking types thought tion topic Trisha types tend typical understand usually VERTED writer's blocks writing anxiety writing process wrote