Search Results for "writer-identity-and-the-teaching-and-learning-of-writing"

Writer Identity and the Teaching and Learning of Writing

Writer Identity and the Teaching and Learning of Writing

  • Author: Teresa Cremin,Terry Locke
  • Publisher: Routledge
  • ISBN: 1317363914
  • Category: Education
  • Page: 262
  • View: 9800
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Writer Identity and the Teaching and Learning of Writing is a groundbreaking book which addresses what it really means to identify as a writer in educational contexts and the implications for writing pedagogy. It conceptualises writers’ identities, and draws upon empirical studies to explore their construction, enactment and performance. Focusing largely on teachers’ identities and practices as writers and the writer identities of primary and secondary students, it also encompasses the perspectives of professional writers and highlights promising new directions for research. With four interlinked sections, this book offers: Nuanced understandings of how writer identities are shaped and formed; Insights into how classroom practice changes when teachers position themselves as writers alongside their students; New understandings of what this positioning means for students’ identities as writers and writing pedagogy; and Illuminating case studies mapping young people's writing trajectories. With an international team of contributors, the book offers a global perspective on this vital topic, and makes a new and strongly theorised contribution to the field. Viewing writer identity as fluid and multifaceted, this book is important reading for practising teachers, student teachers, educational researchers and practitioners currently undertaking postgraduate studies. Contributors include: Teresa Cremin, Terry Locke, Sally Baker, Josephine Brady, Diane Collier, Nikolaj Elf, Ian Eyres, Theresa Lillis, Marilyn McKinney, Denise Morgan, Debra Myhill, Mary Ryan, Kristin Stang, Chris Street, Anne Whitney and Rebecca Woodard.

Writing and Identity

Writing and Identity

The discoursal construction of identity in academic writing

  • Author: Roz Ivani?
  • Publisher: John Benjamins Publishing
  • ISBN: 9027285519
  • Category: Language Arts & Disciplines
  • Page: 373
  • View: 608
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Writing is not just about conveying ‘content’ but also about the representation of self. (One of the reasons people find writing difficult is that they do not feel comfortable with the ‘me’ they are portraying in their writing. Academic writing in particular often poses a conflict of identity for students in higher education, because the ‘self’ which is inscribed in academic discourse feels alien to them.) The main claim of this book is that writing is an act of identity in which people align themselves with socio-culturally shaped subject positions, and thereby play their part in reproducing or challenging dominant practices and discourses, and the values, beliefs and interests which they embody. The first part of the book reviews recent understandings of social identity, of the discoursal construction of identity, of literacy and identity, and of issues of identity in research on academic writing. The main part of the book is based on a collaborative research project about writing and identity with mature-age students, providing: • a case study of one writer’s dilemmas over the presentation of self; • a discussion of the way in which writers’ life histories shape their presentation of self in writing; • an interview-based study of issues of ownership, and of accommodation and resistance to conventions for the presentation of self; • linguistic analysis of the ways in which multiple, often contradictory, interests, values, beliefs and practices are inscribed in discourse conventions, which set up a range of possibilities for self-hood for writers. The book ends with implications of the study for research on writing and identity, and for the learning and teaching of academic writing. The book will be of interest to students and researchers in the fields of social identity, literacy, discourse analysis, rhetoric and composition studies, and to all those concerned to understand what is involved in academic writing in order to provide wider access to higher education.

Why Writing Matters

Why Writing Matters

Issues of Access and Identity in Writing Research and Pedagogy

  • Author: Awena Carter,Theresa M. Lillis,Sue Parkin
  • Publisher: John Benjamins Publishing
  • ISBN: 9027218072
  • Category: Language Arts & Disciplines
  • Page: 254
  • View: 1143
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This book brings together the work of scholars from around the world – UK, Pakistan, US, South Africa, Hungary, Korea, Mexico – to illustrate and celebrate the many ways in which Roz Ivanic has advanced the academic study of writing. Focusing on writing in different formal contexts of education, from primary through to further and higher education in a range of national contexts, the twenty one original contributions in the book critically engage with theoretical and empirical issues raised in Ivanic's influential body of work. In their exploration of writers' struggles with the demands of dominant literacy the authors significantly extend understandings of writing practices in formal institutions. Organized around three themes central to Ivanic's work – creativity and identity; pedagogy; and research methodologies – the twelve chapters and nine personal and scholarly reflections reveal the powerful ways in which Ivanic's work has influenced thinking in the field of writing and continues to open up avenues for future questioning and research.

Learner Identity and Learner Beliefs in EFL Writing

Learner Identity and Learner Beliefs in EFL Writing

  • Author: Olga Majchrzak
  • Publisher: Springer
  • ISBN: 3319695606
  • Category: Education
  • Page: 269
  • View: 2742
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This book focuses on the concept of learner writer identity in the context of foreign language writing. The author demonstrates that the process of writing in a foreign language is much more complex and personal than many writing instructors may assume. The book’s theoretical chapters address such concepts as bilingualism, the process of L2 writing, and identity in L2 writing. The book’s empirical section discusses the students’ views on writing in L1 and in L2, the students’ writing processes in both languages, and the students’ identities in L1 and L2 writing. It is shown that writing in L2 poses problems of a linguistic nature; however, for the advanced EFL learners writing in L2 also creates opportunities they would never have when composing in their mother tongue.

Second Language Creative Writers

Second Language Creative Writers

Identities and Writing Processes

  • Author: Yan Zhao
  • Publisher: Multilingual Matters
  • ISBN: 1783093005
  • Category: Language Arts & Disciplines
  • Page: 224
  • View: 2032
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Focusing on the notion of identity, this book elicits L2 creative writers' own perspectives of their life histories through the form of interviews and think-aloud story writing sessions, and investigates the writers' emerging writing processes. It integrates socioculturalist L2 identity studies with the typically cognitivist process-oriented L2 writing research.

International Handbook of Research on Children's Literacy, Learning and Culture

International Handbook of Research on Children's Literacy, Learning and Culture

  • Author: Kathy Hall,Teresa Cremin,Barbara Comber,Luis C. Moll
  • Publisher: John Wiley & Sons
  • ISBN: 1118323300
  • Category: Education
  • Page: 584
  • View: 2774
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The International Handbook of Research in Children's Literacy, Learning and Culture presents an authoritative distillation of current global knowledge related to the field of primary years literacy studies. Features chapters that conceptualize, interpret, and synthesize relevant research Critically reviews past and current research in order to influence future directions in the field of literacy Offers literacy scholars an international perspective that recognizes and anticipates increasing diversity in literacy practices and cultures

Writing Voices

Writing Voices

Creating Communities of Writers

  • Author: Teresa Cremin,Debra Myhill
  • Publisher: Routledge
  • ISBN: 1136633049
  • Category: Education
  • Page: 224
  • View: 7845
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The perspectives of children, teachers and professional writers are often absent in the pedagogy of writing. Highly Commended for the UKLA Academic Book Award 2013, Writing Voices: Creating Communities of Writers responds to such silent voices and offers a text which not only stretches across primary and secondary practice, but also gives expression to these voices, making a new and significant contribution to understanding what it means to be a writer. Drawing upon recent research projects undertaken by the authors and others in the international research community, this fascinating text considers the nature of composing and the experience of being a writer. In the process it: explores the role of talk, creativity, autonomy, metacognition, writing as design and the shaping influence of literature and other texts; examines young people’s composing processes and attitudes to writing; considers teachers’ identities as writers and what can be learnt when teachers engage reflectively in writing; shares a range of professional writers’ practices, processes and perspectives; gives prominence to examples of writing from children, teachers, student teachers and professional writers alongside their reflective commentaries. This thought-provoking text offers theoretical insights and practical directions for developing the teaching and learning of writing. It is an invaluable read for all teachers and trainees, as well as teacher educators, researchers and anyone with an interest in the pedagogy of writing.

The Politics of Writing

The Politics of Writing

  • Author: Romy Clark,Roz Ivanič
  • Publisher: Psychology Press
  • ISBN: 041513482X
  • Category: Language Arts & Disciplines
  • Page: 261
  • View: 5558
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Writing matters: it plays a key role in the circulation of ideas in society and has a direct impact on the development of democracy. But only a few get to do the kind of writing that most influence this development. The Politics of Writing examines writing as a social practice. The authors draw on critical linguistics, cultural studies and literacy studies, as they explore and analyse: * the social context in which writing is embedded * the processes and practices of writing * the purposes of writing * the reader-writer relationship * issues of writer identity. They challenge current notions of 'correctness' and argue for a more democratic pedagogy as part of the answer to the inequitable distribution of the right to write.

Teaching: Professionalisation, Development and Leadership

Teaching: Professionalisation, Development and Leadership

Festschrift for Professor Eric Hoyle

  • Author: David Johnson,Rupert Maclean
  • Publisher: Springer Science & Business Media
  • ISBN: 1402081863
  • Category: Education
  • Page: 317
  • View: 379
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This book addresses central issues in the professionalisation and deprofessionalisation of teachers. It tackles these issues from different perspectives and in relation to different contexts. The book analyses new managerialism. It also considers possible solutions to two problems in particular: how to achieve accountability without intensification, and how to ensure that school management and leadership functions to support and enhance teachers as professionals.

Students' Identities and Literacy Learning

Students' Identities and Literacy Learning

  • Author: Sarah J. McCarthey,Ira,
  • Publisher: Routledge
  • ISBN: 1135854777
  • Category: Education
  • Page: 160
  • View: 6130
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Educators will find in this book an opportunity to examine the multiple, dynamic identities of the students they instruct and to consider the ways in which all teachers and students are shaped by their social and cultural settings. The volume is the first to examine theories of identity and elementary literacy practices by presenting data in a teacher-friendly format. The chapters highlight the influences of school and, to some extent, home contexts on students' identities as readers and writers, and give numerous implications for practice. McCarthey collected data from three sites in which teachers implemented writing workshop and literature-based instruction in grades 3-6. This book focuses on the students in these sites, who were from diverse cultural and social backgrounds. By providing information about the contexts in which students read and wrote, McCarthey demonstrates the power of the teacher-student relationship, the importance of the classroom curriculum, and the influence of parents and peers on students. Published by International Reading Association

Developing Writers: Teaching And Learning In The Digital Age

Developing Writers: Teaching And Learning In The Digital Age

Teaching and Learning in the Digital Age

  • Author: Andrews, Richard,Smith, Anna
  • Publisher: McGraw-Hill Education (UK)
  • ISBN: 0335241794
  • Category: Education
  • Page: 224
  • View: 4652
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Education.

Strategies for Struggling Writers

Strategies for Struggling Writers

  • Author: James L. Collins
  • Publisher: Guilford Press
  • ISBN: 9781572303003
  • Category: Education
  • Page: 244
  • View: 6080
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Featuring a wealth of real-life examples, the book helps readers to understand the default strategies students bring to the classroom, and to work collaboratively on developing these into strategies for successful writing.

Power and Identity in the Creative Writing Classroom

Power and Identity in the Creative Writing Classroom

The Authority Project

  • Author: Anna Leahy
  • Publisher: Multilingual Matters
  • ISBN: 9781853598463
  • Category: Language Arts & Disciplines
  • Page: 222
  • View: 2198
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Power and Identity In the Creative Writing Classroom remaps theories and practices for teaching creative writing at university and college level. This collection critiques well-established approaches for teaching creative writing in all genres and builds a comprehensive and adaptable pedagogy based on issues of authority, power, and identity. A long-needed reflection, this book shapes creative writing pedagogy for the 21st century.

Social Justice, Education, and Identity

Social Justice, Education, and Identity

  • Author: Carol Vincent
  • Publisher: Psychology Press
  • ISBN: 9780415296953
  • Category: Education
  • Page: 227
  • View: 6440
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This book answers key questions regarding social justice in education. Its central theme is how the education system, through its organization and practices, is implicated in the realisation of just or unjust social outcomes. In particular, the writers examine the ways in which the identities of individuals and groups are formed and transformed in schools, colleges and universities. The book contains examples drawn from early years through to higher education. It has a dual focus, addressing: * theoretical debates in social justice, including how the concept of social justice can be understood, and theoretical issues around social capital, and class and gender reproduction * the formation of learner identities focusing on how these are differentiated by class, ethnicity, gender, sexuality and (dis)ability. Carol Vincent has assembled a wide-ranging collection of lucidly argued essays by a panel of internationally respected contributors. The authors draw on their current and recent research to inform their writing and so theory is balanced with extensive empirical evidence. Therefore the debates continued here have implications for policy and practice, as well as being theoretically and analytically rich. This book will provide unrivalled coverage of the subject for researchers, academics, practitioners and policymakers in education.

Learning Identity

Learning Identity

The Joint Emergence of Social Identification and Academic Learning

  • Author: Stanton Wortham
  • Publisher: Cambridge University Press
  • ISBN: 9780521608336
  • Category: Psychology
  • Page: 305
  • View: 2550
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This book shows how social identification and academic learning are deeply interdependent.

Handbook of Research on Writing

Handbook of Research on Writing

History, Society, School, Individual, Text

  • Author: Charles Bazerman
  • Publisher: Routledge
  • ISBN: 1135251118
  • Category: Education
  • Page: 672
  • View: 4656
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The Handbook of Research on Writing ventures to sum up inquiry over the last few decades on what we know about writing and the many ways we know it: How do people write? How do they learn to write and develop as writers? Under what conditions and for what purposes do people write? What resources and technologies do we use to write? How did our current forms and practices of writing emerge within social history? What impacts has writing had on society and the individual? What does it mean to be and to learn to be an active participant in contemporary systems of meaning? This cornerstone volume advances the field by aggregating the broad-ranging, interdisciplinary, multidimensional strands of writing research and bringing them together into a common intellectual space. Endeavoring to synthesize what has been learned about writing in all nations in recent decades, it reflects a wide scope of international research activity, with attention to writing at all levels of schooling and in all life situations. Chapter authors, all eminent researchers, come from disciplines as diverse as anthropology, archeology, typography, communication studies, linguistics, journalism, sociology, rhetoric, composition, law, medicine, education, history, and literacy studies. The Handbook’s 37 chapters are organized in five sections: *The History of Writing; *Writing in Society; *Writing in Schooling; *Writing and the Individual; *Writing as Text This volume, in summing up what is known about writing, deepens our experience and appreciation of writing—in ways that will make teachers better at teaching writing and all of its readers better as individual writers. It will be interesting and useful to scholars and researchers of writing, to anyone who teaches writing in any context at any level, and to all those who are just curious about writing.

Plagiarism, Intellectual Property and the Teaching of L2 Writing

Plagiarism, Intellectual Property and the Teaching of L2 Writing

Explorations in the Detectionbased Approach

  • Author: Joel Bloch
  • Publisher: Multilingual Matters
  • ISBN: 184769652X
  • Category: Language Arts & Disciplines
  • Page: 188
  • View: 8575
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Plagiarism and intellectual property law are two issues that affect every student and every teacher throughout the world. Both concepts are concerned with how we use texts - print, digital, visual, and aural - in the creation of new texts. And both have been viewed in strongly moral terms, often as acts of 'theft'. However, they also reflect the contradictory views behind norms and values and therefore are essential to understand when using all forms of texts both inside and outside the classroom. This book discusses the current and historical relationship between these concepts and how they can be explicitly taught in an academic writing classroom.

Identity and Leadership in Virtual Communities: Establishing Credibility and Influence

Identity and Leadership in Virtual Communities: Establishing Credibility and Influence

Establishing Credibility and Influence

  • Author: Hickey, Dona J.
  • Publisher: IGI Global
  • ISBN: 1466651512
  • Category: Social Science
  • Page: 321
  • View: 8780
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The presence and ubiquity of the internet continues to transform the way in which we identify ourselves and others both online and offline. The development of virtual communities permits users to create an online identity to interact with and influence one another in ways that vary greatly from face-to-face interaction. Identity and Leadership in Virtual Communities: Establishing Credibility and Influence explores the notion of establishing an identity online, managing it like a brand, and using it with particular members of a community. Bringing together a range of voices exemplifying how participants in online communities influence one another, this book serves as an essential reference for academicians, researchers, students, and professionals, including bloggers, software designers, and entrepreneurs seeking to build and manage their engagement online.

Researching Literacy Lives

Researching Literacy Lives

Building Communities Between Home and School

  • Author: Teresa Cremin,Marilyn Mottram,Fiona M. Collins,Sacha Powell,Rose Drury
  • Publisher: Routledge
  • ISBN: 131767958X
  • Category: Education
  • Page: 220
  • View: 3207
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‘A ground-breaking book. For years educationists have sought evidence of genuine partnerships between schools and homes – reciprocal partnerships where schools are as keen to foster home practices relating to literacy and learning as they are to tell families ‘this is what we do’ and ask that they should do the same.’ Eve Bearne, Cambridge University, UK In this new media age the potential for mismatch between children’s literacy practices at home and at school is considerable. Tensions exist between school conceptions of literacy as a set of self-contained skills and competences, and literacy as social practice. In indicating what families can do to support school literacy, schools often fail to recognise or build upon children’s lived experience of literacy, or available parental support for wider learning in the home and community. Based on the findings of a research project developed in partnership busy schools, Researching Literacy Lives explores how teachers, positioned as researchers, developed an understanding of the cultural, linguistic and social assets that children bring with them from home. It examines how the practitioners widened their conceptions of literacy, built new relationships with parents and children and sought to develop two-way communication between homes and schools. Key ideas and challenges explored include: positioning teachers as learners and researchers; understanding children’s everyday literacy lives and funds of knowledge; examining teachers’ own literacy histories, practices and identities; creating culturally responsive curricula; contesting implicit assumptions and deficit discourses about children and families; developing less school-centric ways of working with parents; constructing more equivalent, personal relationships with parents, families and children. Illustrated throughout with examples and case studies of the project teachers, Researching Literacy Lives challenges the profession to think more critically about children’s out-of school literacy lives and funds of knowledge, and to invest in cultural change such that curriculum and pedagogy build upon children’s assets for learning and new home-school communities are created.

Language, Culture and Identity in Applied Linguistics

Language, Culture and Identity in Applied Linguistics

Selected Papers from the Annual Meeting of the British Association for Applied Linguistics, University of Bristol, September 2005

  • Author: British Association for Applied Linguistics. Meeting
  • Publisher: Equinox
  • ISBN: N.A
  • Category: Language Arts & Disciplines
  • Page: 223
  • View: 1683
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Language, Culture and Identity is a collection of papers from the BAAL Annual Conference at the University of Bristol 2005. The thirteen papers, by researchers from Britain and across Europe, represent a range of research orientations within Applied Linguistics that connect in different ways with issues in culture and identity. Two plenary addresses from the conference, by Roz Ivanic and Srikant Sarangi, explore the themes of identity and culture in contexts of learning and of work. Papers addressing language planning and policy issues present recent analyses of francophone identity in Canada and Sami identity in Finland. The issues of culture and identity in writing are explored in different papers from the perspective of identity construction in academic writing, discipline cultures in higher education contexts, the consequences of these for interdisciplinary writers, and how writers construct audience identity though the linguistic choices they make. Empirical studies of language learning and teaching are also represented, with papers on Processing Instruction and Intercultural Pragmatics. The themes of identity and culture in these papers connect a range of sub-disciplines within Applied Linguistics, and also connect knowledge building in Applied Linguistics with pervasive themes in research across the social sciences, into the ways people as individuals and in communities understand, shape and represent their experiences of learning and work.