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Research Article

Writing Workshop as Carnival: Reflections on an Alternative Learning Environment

Timothy Lensmire
Harvard Educational Review December 1994, 64 (4) 371-392; DOI: https://doi.org/10.17763/haer.64.4.u1q517012jt516t6
Timothy Lensmire
1 Washington University, St. Louis, Missouri
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References

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  5. Bakhtin, M. M. (1986). Speech genres and other late essays. Austin: Universily of Texas Press.Speech genres and other late essays.
  6. Berlin, J. (1988). Rhetoric and ideology in the writing class. College English, 50, 477-494.Rhetoric and ideology in the writing class. College English 50:477–494.
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  8. Bogdan, R. C, & Biklen, S. K. (1982). Qualitative research for education: An introduction to theory and methods. Boston: Allyn & Bacon.Qualitative research for education: An introduction to theory and methods.
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  11. Calkins, L. M. (1986). The art of teaching writing. Portsmouth, NH: Heinemann.The art of teaching writing.
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  13. Cazden, C. B. (1986). Classroom discourse. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 432-463). New York: Macmillan.Classroom discourse. Handbook of research on teaching, 432–463.
  14. Cherryholmes, C. (1988). Power and criticism: Poststructural investigations in education. New York: Teachers College Press.Power and criticism: Poststructural investigations in education.
  15. Cohen, D. (1988). Teaching practice: Plus ça change. ... In P. Jackson (Ed.), Contributing to educational change: Perspectives on research and practice (pp. 27-84). Berkeley, CA: McCutchan.Teaching practice: Plus ça change. Contributing to educational change: Perspectives on research and practice, 27–84.
  16. Davies, B. (1993). Shards of glass: Children reading and writing beyond gendered identities Cresskill. NJ: Hampton.Shards of glass: Children reading and writing beyond gendered identities.
  17. Dressman, M. (1993). Lionizing lone wolves: The cultural romantics of literacy workshops. Curriculum Inquiry, 23, 245-263.Lionizing lone wolves: The cultural romantics of literacy workshops. Curriculum Inquiry 23:245–263.
  18. Elbow, P. (1973). Writing without teachers. London: Oxford University Press.Writing without teachers.
  19. Erickson, F. (1986). Qualitative methods in research on teaching. In M. C. Wittrock (Ed.). Handbook on research on teaching (3rd ed., pp. 119-161). New York: Macmillan.Qualitative methods in research on teaching. Handbook on research on teaching, 119–161.
  20. Erickson, F., & Shultz, J. (1992). Student's experience of the curriculum. In P. Jackson (Ed.), Handbook of research on curriculum (pp. 465-485). New York; Macmillan.Student's experience of the curriculum. Handbook of research on curriculum, 465–485.
  21. Florio-Ruane, S. (1991). Instructional conversations in learning to write and learning to teach. In L. Idol & B. Jones (Eds.), Educational values and cognitive instruction: Implications for reform (pp. 365-386). New York: Erlbaum.Instructional conversations in learning to write and learning to teach. Educational values and cognitive instruction: Implications for reform, 365–386.
  22. Gardiner, M. (1992). The dialogics of critique: M. M. Bakhtin and the theory of ideology. London: Routlcdge.The dialogics of critique: M. M. Bakhtin and the theory of ideology.
  23. Gilbert, P. (1989). Student text as pedagogical text. In S. deCastell, A. Luke, & C. Luke (Eds.), Language, authority and criticism: Readings on the school textbook (pp. 195-202). London: Falmer Press.Student text as pedagogical text. Language, authority and criticism: Readings on the school textbook, 195–202.
  24. Goethe, J. W. (1970), Italian journey (W. H. Auden & E. Mayer, Trans.). London: Penguin.
  25. Graves, D. (1983). Writing: Teachers and children at work. Portsmouth, NH: Heinemann.Writing: Teachers and children at work.
  26. Graves, D., & Hansen, J. (1983). The author's chair. Language Arts, 60, 176-183.The author's chair. Language Arts 60:176–183.
  27. Grimm, J., & Grimm, W. (1883), Household stories (I., Grane, Trans.). New York: R. Worthing-ton.
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  29. Harris, J. (1989). The idea of community in the study of writing. College Composition and Communication, 40, 11-22.The idea of community in the study of writing. College Composition and Communication 40:11–22.
  30. hooks, b. (1989). talking back: thinking feminist, thinking black. Boston: South End Press.talking back: thinking feminist, thinking black.
  31. Kristeva, J. (1986). Word, dialogue and novel. In T. Moi (Ed.), The Kristeva reader (pp. 34-61). New York: Columbia University Press.Word, dialogue and novel. The Kristeva reader, 34–61.
  32. LaCapra, D. (1983). Rethinking intellectual history: Texts, contexts, language. Ithaca, NY: Cornell University Press.Rethinking intellectual history: Texts, contexts, language.
  33. Lensmire, T. (1993). Following the child, socioanalysis and threats to community: Teacher response to children's texts. Curriculum Inquiry, 23, 265-299.Following the child, socioanalysis and threats to community: Teacher response to children's texts. Curriculum Inquiry 23:265–299.
  34. Lensmire, T. (1994). When children write: Critical re-visions of the writing workshop. New York: Teachers College Press.When children write: Critical re-visions of the writing workshop.
  35. Lensmire, T., & Beals, D. (1994). Appropriating other's words: Traces of literature and peer culture in a third grader's writing. Language in Society, 23, 411-426.Appropriating other's words: Traces of literature and peer culture in a third grader's writing. Language in Society 23:411–426.
  36. Murray, D. (1985). A writer teaches writing. Boston: Houghton Mifflin.A writer teaches writing.
  37. Ritchie, J. (1989). Beginning writers: Diverse voices and individual identity. College Composition and Communication, 40, 152-174.Beginning writers: Diverse voices and individual identity. College Composition and Communication 40:152–174.
  38. Stallybrass, P., & White, A. (1986). The politics and poetics of transgression. Ithaca, NY: Cornell University Press.The politics and poetics of transgression.
  39. Thorne, B. (1986). Girls and boys together . . . but mostly apart: Gender arrangements in elementary schools. In W. Hartup & Z. Rubin (Eds,), Relationships and development (pp. 167-184). Hillsdale, NJ: Lawrence Erlbaum.Girls and boys together . . . but mostly apart: Gender arrangements in elementary schools. Relationships and development, 167–184.
  40. Ulichney, P., & Watson-Gegeo, K. (1989). Interactions and authority: The dominant interpretative framework in writing conferences. Discourse Processes, 12, 309-328.Interactions and authority: The dominant interpretative framework in writing conferences. Discourse Processes 12:309–328.
  41. Willinsky, J. (1990). The new literacy: Redefining reading and writing in the schools. New York: ROutledge.The new literacy: Redefining reading and writing in the schools.
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Harvard Educational Review
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1 Dec 1994
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Writing Workshop as Carnival: Reflections on an Alternative Learning Environment
Timothy Lensmire
Harvard Educational Review Dec 1994, 64 (4) 371-392; DOI: 10.17763/haer.64.4.u1q517012jt516t6

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Writing Workshop as Carnival: Reflections on an Alternative Learning Environment
Timothy Lensmire
Harvard Educational Review Dec 1994, 64 (4) 371-392; DOI: 10.17763/haer.64.4.u1q517012jt516t6
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