Why Writing Matters: Issues of access and identity in writing research and pedagogy
| Date: 28 April 2011, 07:33
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Why Writing Matters: Issues of access and identity in writing research and pedagogy (Studies in Written Language and Literacy)
By Awena Carter, Theresa Lillis, Sue Parkin
* Publisher: John Benjamins Publishing Company
* Number Of Pages: 254
* Publication Date: 2009-04-22
* ISBN-10 / ASIN: 9027218072
* ISBN-13 / EAN: 9789027218070
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.
Table of contents
Preface. Roz Ivanic's writing and identity
David Barton
Introduction
Awena Carter
List of contributors
Acknowledgements
List of figures
Part I. Creativity and identity
Reflection 1. Writing a narrative of multiple voices
Courtney B. Cazden
Chapter 1. Writers and meaning making in the context of online learning
Mary R. Lea
Chapter 2. 'Wrighting' a multimodal text.
Sue Parkin
Reflection 2. Identity without identification
James Paul Gee
Chapter 3. Authoring research, plagiarising the self ?
Richard Edwards
Chapter 4. Creativity in academic writing: Escaping from the straitjacket of genre
Mary Hamilton and Kathy Pitt
Reflection 3. Overcoming barriers
Bruce Horner and Min-Zhan Lu
Part II. Pedagogy
Reflection 4. Writing pictures, painting stories with Roz Ivanic
Denny Taylor
Chapter 5. Discourses of learning and teaching: A dyslexic child learning to write
Awena Carter
Chapter 6. Accommodation for success: Korean EFL students' writing practices in personal opinion writing
Younghwa Lee
Reflection 5. Collegiality and collaboration
Karin Tusting
Chapter 7. Advanced EFL students' revision practices throughout their writing process
David Camps
Chapter 8. Reconceptualising student writing: From conformity to heteroglossic complexity.
Mary Scott and Joan Turner
Reflection 6. Roz and critical language studies at Lancaster
Norman Fairclough
Part III. Methodology
Reflection 7. Sharing writing, sharing names
Hilary Janks
Chapter 9. Bringing writers' voices to writing research: Talk around texts
Theresa Lillis
Chapter 10. Listening to children think about punctuation
Nigel Hall and Sue Sing
Reflection 8. Ivanic and the joy of writing
David Russell
Chapter 11. Recontextualising classroom experience in undergraduate writing: An exploration using case study and linguistic analysis
Zsuzsanna Walko
Chapter 12. Researcher identity in the writing of collaborative-action research
Samina Amin Qadir
Reflection 9. An appreciation of Roz Ivanic
Brian Street
Works by Roz Ivanic referred to in this book.
Index
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