Composing dialogues to express self‐differentiation and Burke's rhetoric:<i>A way to comprehend multilevel inner growth</i>

Reed, M. Ann

doi:10.1080/02783190009554055

Cited by 2 publications

(1 citation statement)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Writing on self-constructed topics led the students to connect more deeply with their work than when they were asked to write on assigned topics, and this care or interest in doing the work resulted in student desire to cognitively grapple with the ways of thinking-consideration of multiple perspectives, persuasiveness, and logic-associated with good writing. Reed (2000) and Jones (2000) also wrote of the potential impact writing about personal experiences may have on student learning and meaning-making. Reed posited that part of learning to self-differentiate is learning to "integrate creative, divergent, and convergent thinking with moral reasoning" (p. 10).…”

Section: Writing Metacognition and Changes In Meaning-makingmentioning

confidence: 96%

Crafting Stories, Constructing Selves: Supporting Girls' Development Through Structured Short Story Writing

Pizzolato¹

2006

Identity

View full text Add to dashboard Cite

This study follows 4 eighth grade girls through a 10-week short story unit designed to help develop metacognitive awareness and knowledge about the short story genre. Through interviews, observation, and textual analysis, this article investigates the girls' movement away from a subject orientation (Kegan, 1994), where they had trouble identifying their own goals and beliefs when confronted with multiple competing expectations. Through construction of stories about experiences similar to their own, while simultaneously following their writing and thinking processes, these girls appeared to begin to recognize the need for developing their own beliefs and goals, and figuring out ways to infuse these beliefs and goals into their meaning-making processes when faced with situations where there were multiple competing expectations.At a circular table under the window, Carmen and Natalie sit shoulder to shoulder with a laptop between them. They are previewing Carmen's short story slide show in preparation for class presentations the following week. Carmen's story is about an eighth grade girl named Elisabeth. Much to her and her friends' delight, Elisabeth gets the lead in the school play. The excitement is short lived, however, because she and her friends soon discover she has little time for them or her schoolwork. They want her to be available for after-school and weekend social events. She wants to be an actress and write a play, and everyone expects her to be a straight "A" student. These expectations work against each other, and so Carmen pens a story of struggle and compromise. As the slide show concludes, the girls talk about the slides and Natalie compliments Carmen for writing such a real story.

show abstract

Section: Writing Metacognition and Changes In Meaning-makingmentioning

confidence: 96%