TY - JOUR
AU1 - Mosenthal, Peter B.
AB - Review of Educational Research Spring, 1985, Vol. 55, No. 1, Pp 5-8 Tetrahedral and Pyramid Models in Educational Research: A Rejoinder to Fagley and Miller Peter B. Mosenthal IBM, Thomas J. Watson Research Center In Fagley's and Miller's critique of my review, they note that I presented a Contexts Pyramid Model of Classroom Writing Competence. They compare and contrast this model to earlier models proposed by Jenkins (1979) and Bransford (1979). They proceed to criticize my review on the grounds that I did not compare and contrast my model to Jenkins' and Bransford's. Although I did present a Contexts Pyramid Model in my review that resembled Jenkins' and Bransford's, it was not my intent to compare and contrast this model with theirs. Rather, my intent was to provide a heuristic scheme to illustrate how definitions of writing competence are formulated. My reasons for identifying the Contexts that I did in my model were as follows. First, I found that these Contexts epitomize in the simplest yet most ecologically valid fashion the structure and content of current definitions of writing competence. The second reason was to illustrate in the best possible manner the relationship between "ideologies of writing instruction" and 
TI - Tetrahedral and Pyramid Models in Educational Research: A Rejoinder to Fagley and Miller
JF - Review of Educational Research
DO - 10.3102/00346543055001005
DA - 1985-03-01
UR - https://www.deepdyve.com/lp/sage/tetrahedral-and-pyramid-models-in-educational-research-a-rejoinder-to-SwiFXkCw8A
SP - 5
EP - 8
VL - 55
IS - 1
DP - DeepDyve
ER -