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