Writing theories and writing pedagogies
DOI:
https://doi.org/10.25170/ijelt.v4i2.1569Keywords:
teaching writing, pedagogic practices, approachesAbstract
This paper explores the main approaches to understanding and teaching writing. Making a broad distinction between theories concerned with texts, with writers and with readers, I will show what each approach offers and neglects and what each means for teachers. The categorisation implies no rigid divisions, and, in fact the three approaches respond to, critique, and draw on each other in a variety of ways. I believe, however, this offers a useful way of comparing and evaluating the research each approach has produced and the pedagogic practices they have generated.
References
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Johns, A. M. (1997). Text, role and context: Developing academic literacies. Cambridge: Cambridge University Press.
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Moffett, J. (1982). Writing, inner speech and mediation. College English, 44, 231-44.
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O’Keefe, J. (2000). Invitation to reading and writing. New Jersey: Prentice Hall.
Swales, J. (1990). Genre Analysis: English in academic and research settings. Cambridge: Cambridge University Press.
White, R., & Arndt, V. (1991). Process writing. Harlow, UK: Longman.
Wray, D., & Lewis, M. (1997). Extending literacy: Children reading and writing non-fiction. London: Routledge.
Butt, D., Fahey, R., Feez, S., Spinks, S., & Yallop, C. (2000). Using functional grammar: An explorer's guide. (2nd ed). Sydney: NCELTR.
Clyne, M. (1987). Cultural differences in the organization of academic texts. Journal of Pragmatics, 11, 211-247.
Delpit, L. (1988). The silenced dialogue: Power and pedagogy in educating other people’s children. Harvard Educational Review, 58, 280-98.
Elbow, P. (1998). Writing with power: Techniques for mastering the writing process. New York: Oxford University Press.
Feez, S. (1998). Text-based syllabus design. Sydney: McQuarie University/AMES.
Hamp-Lyons, L., & B. Heasley. (1987). Study writing. Cambridge: Cambridge University Press.
Hoey, M. (2001). Textual interaction: An introduction to written text analysis. London: Routledge.
Hyland, K. (2002). Teaching and researching writing. London: Longman.
Hyland, K. (2003). Second language writing. New York. Cambridge University Press.
Hyland, K. (2004). Genre and second language writers. Ann Arbor: University of Michigan Press.
Johns, A. M. (1997). Text, role and context: Developing academic literacies. Cambridge: Cambridge University Press.
Meek, M. (1988). How texts teach what readers learn. Stroud : Thimble Press.
Moffett, J. (1982). Writing, inner speech and mediation. College English, 44, 231-44.
Murray, D. (1985). A writer teaches writing (2nd ed). Boston: Houghton Mifflin.
O’Keefe, J. (2000). Invitation to reading and writing. New Jersey: Prentice Hall.
Swales, J. (1990). Genre Analysis: English in academic and research settings. Cambridge: Cambridge University Press.
White, R., & Arndt, V. (1991). Process writing. Harlow, UK: Longman.
Wray, D., & Lewis, M. (1997). Extending literacy: Children reading and writing non-fiction. London: Routledge.
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Published
2008-10-31
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