Developing Writers proposes a new theory and model for teaching and
learning writing in the digital age. It reviews existing theories
of writing development and re-interprets writing through a lens of
multimodality. Coming to the conclusion that writing theories have
given insufficient space to the question of what it means to
develop as a writer, the book aims to provide a basis for future
curriculum design, assessment and teaching and learning
practices.
In the book, Andrews and Smith draw on their experience as teachers
and researchers to address the problems with writing. Why does
performance in writing tend to lag behind that in reading? Are the
productive skills of speaking and writing more difficult because
they require the learner to make something new? These and other
perennial questions are answered in the course of the book, which
also takes a fresh look at what it means to learn and develop as a
writer.
In particular, existing theories of writing come under close
scrutiny. These are divided into product-based theories that take
the written artefact as their material; and process-based theories
that are interested in the immediate business of how meaning is
created via the written word. Although these existing theories have
provided insights into the teaching and learning of writing,
Andrews and Smith argue that we need to bring such theories up to
date in the digital and multimodal age.
The book concludes with chapters on implications for practice and
assessment on the one hand, and research and policy on the other.
Developing Writers offers a new perspective on, and new theoretical
foundation for writing development from the early years through to
adulthood.
Richard Andrews is Professor in English at the Institute of Education, University of London. His research interests include writing development, e-learning and argumentation. He was a member of the Department for Children, Schools and Families' English Board (UK) from 2007-9 and is a member of the TDA's Teacher Training Resource Bank's Editing and Commissioning Advisory Board. He is on the editorial boards of six international journals. He has held previous professorships at the Universities of Middlesex, Hull and York, and is visiting professor at the Steinhardt School of Culture, Education and Human Development, New York University. Anna Smith is a teacher and researcher in English Education at New York University. Anna is a National Board Certified Teacher, who has also served as a teacher educator and district-wide literacy specialist. She has presented at conferences for the University of Pennsylvania Ethnography Forum, American Educational Research Association, National Staff Development Council, National Council of Teachers of English and World Congress on Reading with the International Reading Association. Her research interests include adolescent literacies (particularly multiliteracies), urban contexts, and writing development.
Inhaltsangabe
The problem with writing Thinking about a new model for the digital age Theories of writing and development Process-related models Product-related models The question of writing development Writing within multimodality Writing in the digital age A new theory and model of writing development A new theory and model of writing development: the digital and multimodal age Implications for practice and assessment Implications for research and policy
