Writers as performers : developing reflexive and creative writing identities
Data(s) |
01/12/2014
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Resumo |
Writing is a complex and learned activity in that it requires us to shape our thoughts into words and texts that are appropriate for the purpose, audience and medium of a variety of communicative forms. Writers must constantly make decisions about how to represent their subject matter and themselves through language. In this way, writing can be conceptualised as a performance whereby writers shape and represent their identities as they mediate social structures and personal considerations. In this paper I use theories of reflexivity and discourse to analyse interviews and writing samples of culturally and linguistically diverse Australian primary students for evidence of particular kinds of writing identities. Findings indicate a clear influence of particular teaching strategies and contexts on the writing identities of students. I argue that making students aware of their writing choices, the influences on, and the potential impact of those choices on themselves, their text and their audience, is a new imperative in the teaching of writing. |
Formato |
application/pdf |
Identificador | |
Publicador |
University of Waikato |
Relação |
http://eprints.qut.edu.au/80097/3/80097.pdf http://edlinked.soe.waikato.ac.nz/research/journal/view.php?view=true&id=79&p=1 Ryan, Mary (2014) Writers as performers : developing reflexive and creative writing identities. English Teaching : Practice and Critique, 13(3), pp. 130-148. |
Direitos |
Copyright 2014 The Author(s) |
Fonte |
Children & Youth Research Centre; School of Curriculum; Faculty of Education |
Palavras-Chave | #130200 CURRICULUM AND PEDAGOGY #130204 English and Literacy Curriculum and Pedagogy (excl. LOTE ESL and TESOL) #writing identities #writer as performer #reflexive writers #creative writers #writing pedagogy |
Tipo |
Journal Article |