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Discourses of writing and learning to write.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Discourses of writing and learning to write. / Ivanic, Rosalind.
In: Language and Education, Vol. 18, No. 3, 01.06.2004, p. 220-245.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Ivanic, R 2004, 'Discourses of writing and learning to write.', Language and Education, vol. 18, no. 3, pp. 220-245. <http://www.multilingual-matters.net/le/018/le0180220.htm>

APA

Ivanic, R. (2004). Discourses of writing and learning to write. Language and Education, 18(3), 220-245. http://www.multilingual-matters.net/le/018/le0180220.htm

Vancouver

Ivanic R. Discourses of writing and learning to write. Language and Education. 2004 Jun 1;18(3):220-245.

Author

Ivanic, Rosalind. / Discourses of writing and learning to write. In: Language and Education. 2004 ; Vol. 18, No. 3. pp. 220-245.

Bibtex

@article{8328557ccf204df687f92f25f9f51d80,
title = "Discourses of writing and learning to write.",
abstract = "This paper presents a meta-analysis of theory and research about writing and writing pedagogy, identifying six discourses – configurations of beliefs and practices in relation to the teaching of writing. It introduces and explains a framework for the analysis of educational data about writing pedagogy in which the connections are drawn across views of language, views of writing, views of learning to write, approaches to the teaching of writing, and approaches to the assessment of writing. The framework can be used for identifying discourses of writing in data such as policy documents, teaching and learning materials, recordings of pedagogic practice, interviews and focus groups with teachers and learners, and media coverage of literacy education. The paper also proposes that, while there are tensions and contradictions among these discourses, a comprehensive writing pedagogy might integrate teaching approaches from all six.",
keywords = "DISCOURSES, WRITING, LITERACY, ANALYTICAL FRAMEWORK, LEARNING, TEACHING",
author = "Rosalind Ivanic",
note = "The final, definitive version of this article has been published in the Journal, Language and Education, 18 (3), 2004, {\textcopyright} Multilingual Matters 2004 RAE_import_type : Journal article RAE_uoa_type : Linguistics",
year = "2004",
month = jun,
day = "1",
language = "English",
volume = "18",
pages = "220--245",
journal = "Language and Education",
issn = "0950-0782",
publisher = "Routledge",
number = "3",

}

RIS

TY - JOUR

T1 - Discourses of writing and learning to write.

AU - Ivanic, Rosalind

N1 - The final, definitive version of this article has been published in the Journal, Language and Education, 18 (3), 2004, © Multilingual Matters 2004 RAE_import_type : Journal article RAE_uoa_type : Linguistics

PY - 2004/6/1

Y1 - 2004/6/1

N2 - This paper presents a meta-analysis of theory and research about writing and writing pedagogy, identifying six discourses – configurations of beliefs and practices in relation to the teaching of writing. It introduces and explains a framework for the analysis of educational data about writing pedagogy in which the connections are drawn across views of language, views of writing, views of learning to write, approaches to the teaching of writing, and approaches to the assessment of writing. The framework can be used for identifying discourses of writing in data such as policy documents, teaching and learning materials, recordings of pedagogic practice, interviews and focus groups with teachers and learners, and media coverage of literacy education. The paper also proposes that, while there are tensions and contradictions among these discourses, a comprehensive writing pedagogy might integrate teaching approaches from all six.

AB - This paper presents a meta-analysis of theory and research about writing and writing pedagogy, identifying six discourses – configurations of beliefs and practices in relation to the teaching of writing. It introduces and explains a framework for the analysis of educational data about writing pedagogy in which the connections are drawn across views of language, views of writing, views of learning to write, approaches to the teaching of writing, and approaches to the assessment of writing. The framework can be used for identifying discourses of writing in data such as policy documents, teaching and learning materials, recordings of pedagogic practice, interviews and focus groups with teachers and learners, and media coverage of literacy education. The paper also proposes that, while there are tensions and contradictions among these discourses, a comprehensive writing pedagogy might integrate teaching approaches from all six.

KW - DISCOURSES

KW - WRITING

KW - LITERACY

KW - ANALYTICAL FRAMEWORK

KW - LEARNING

KW - TEACHING

M3 - Journal article

VL - 18

SP - 220

EP - 245

JO - Language and Education

JF - Language and Education

SN - 0950-0782

IS - 3

ER -