Thinking Through Theory by James T Zebroski. Vygotskian Perspectives
Thinking Through Theory

Thinking Through Theory

Vygotskian Perspectives on the Teaching of Writing

By James T Zebroski

    Zebroski's book is a needed bridge uniting Vygotskian theory and composition studies.

    —Rhetoric Society Quarterly
We live in a time of theory. But what kind of intellectual work does theory accomplish? What sort of relations might exist between theory and writing practices? What might the teacher and student of writing have to say to the theorist? And, finally, what are the limits of theory? These are some of the questions that Thinking Through Theory explores.

Thinking Through Theory tracks one teacher's encounter with theory for over a decade. It investigates theory arising out of a Russian...

Read Full Description below »

Star Special Offer: Save 30% off our list price automatically when you buy 15 or more.

Paperback

This title is printed on demand and is nonreturnable. Please allow 1 week for printing.

List Price: $42.65

Web/School Price: $34.12


(click any section below to continue reading)

Full Description

    Zebroski's book is a needed bridge uniting Vygotskian theory and composition studies.

    —Rhetoric Society Quarterly
We live in a time of theory. But what kind of intellectual work does theory accomplish? What sort of relations might exist between theory and writing practices? What might the teacher and student of writing have to say to the theorist? And, finally, what are the limits of theory? These are some of the questions that Thinking Through Theory explores.

Thinking Through Theory tracks one teacher's encounter with theory for over a decade. It investigates theory arising out of a Russian and eastern European tradition of language study. Relying mostly on the work of Lev Vygotsky, but making use of related theory found in Volosinov, Bakhtin, and Lotman, the author composes his own classroom-based theory of writing in sixteen accessible essays that explore the contexts, texts, subjectivities, and collectivities that writing constructs. He examines the history of a concept as that concept is tested, revised, and refined, and then shows how this process reflects the history of debates in the field and practices in the classroom.