The sociolinguistics of writing in a global context: Objects, lenses, consequences

Lillis, Theresa; McKinney, Carolyn

doi:10.1111/josl.12046

Cited by 66 publications

(26 citation statements)

References 80 publications

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“…For example, the notion of "language" is being destabilized through a focus rather on "languaging" which is used to describe how people do/use language and which may include a number of resources, including those typically defined as distinct languages as well as mixes and meshes of features of these (Mignolo 1996;Möller and Jorgensen 2009). This shift towards analysing the "doing" of language in writing is also reflected in a cluster of terms being used to analyze texts and orientations towards text, such as meshing ( Canagarajah 2011 ;Young 2007 ) heterography (Blommaert 2010), and translinguality (Horner et al 2011(Horner et al , 2012 and in research paying attention to "mixed-language" written discourse production practices (Sebba, Mahoorian, and Jonsson 2012, see also Lillis and McKinney 2013). The multimodal nature of writing has been emphasized by some researchers for some time (e.g.…”

Section: Future Directions and Challengesmentioning

confidence: 98%

4 Models of writing and text production

Donahue¹,

Lillis²,

Jakobs³

et al. 2014

Handbook of Writing and Text Production

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Four models have powerfully shaped -and continue to influence -writing research methodologies and therefore specific conceptualizations of writing as an object of inquiry: a text-oriented model, a didactic "process" model, a (socio)cognitive model, and a social practices model. These models build from research and analysis about writing -writing and written text production -carried out at different times or in different contexts in writing research. All existing models are in some ways limited, notably in the way in which they tend to: (1) work (explicitly or implicitly) with notions of "standard" varieties and monolingual frameworks, and (2) overwhelmingly emphasize the "verbal" dimension of writing to the exclusion of other modal aspects. Some current research seeks to work across models and to engage with these limitations. Four influential models of writingThe chapter aims to highlight influential models of writing and written text production in contemporary writing research and their potentials and shortcomings with respect to future transdisciplinary research in a global context. By "models" of writing and written text production we are referring in a broad sense to the different ways in which the activity of writing and activities around writing are construed. The chapter is organized around four models which have powerfully shaped -and continue to influence -writing research methodologies and therefore specific conceptualizations of writing as an object of inquiry: a text-oriented model, a didactic "process" model, a (socio)cognitive model, and a social practices model. We begin by outlining what we mean by "model" followed by an overview of each of these four highly influential models of writing, illustrating some of their most emblematic instantiations. These models build from research and analysis about writing -studies of writing and text. We recognize that the development and take-up of particular models (or elements of these) varies at different times historically and geographically, and we point to some examples of writing research explicitly seeking to work across the models. We conclude by considering some of the limitations across all existing models, notably the way in which they tend to: (1) work (explicitly or implicitly) with notions of "standard" varieties and monolingual frameworks, and (2) overwhelmingly emphasize the "verbal" dimension of writing to the exclusion of other modal aspects. We point to future directions by considering some ways in which current work is seeking to engage with these limitations.Brought to you by | provisional account Unauthenticated Download Date | 6/14/15 6:40 AM

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Section: Future Directions and Challengesmentioning

confidence: 98%

4 Models of writing and text production

Donahue¹,

Lillis²,

Jakobs³

et al. 2014

Handbook of Writing and Text Production

Self Cite

View full text Add to dashboard Cite

show abstract

“…At any rate, the inclusion of foul language and sex talk (i.e. the "Golden" style) in Written Cantonese is yet another practice of translanguaging which is critical to the common presumption that writing is formal, standard and refined (Lillis and McKinny 2013).…”

Section: Discussionmentioning

confidence: 99%

“…Nonetheless, this overview has made it clear that the literacy practices on UM Secrets are sociolinguistic practices or identity practices by which these young participants position or classify themselves, primarily as "local Macau residents" and "non-mainlanders". Writing as sociolinguistic or identity practice is nothing new but a theme in much recent scholarship on literacy (Lillis andMcKinney 2013) andcomputer-mediated communication (Androutsopolous 2006;Hinrichs 2006;Themistocleous 2015). However, closely linked to this, literacy practices, for instance those on UM Secrets, can also be political practice or action by which senders assert their rights as local students and call for change of school policies, an idea that has yet been explored and discussed thoroughly.…”

mentioning

confidence: 94%

A local voice of Macau: Traditional Characters, code-switching and Written Cantonese in an internet forum

Chan

2015

Global Chinese

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Macau is geographically small but it has a large and complex population with various sub-groups from diverse cultural and linguistic backgrounds. Against a backdrop of multilingualism and multiculturalism, questions arise as to whether there is a local Macau Chinese identity and, if yes, how this identity is constructed via language. From a set of language data collected from an internet forum, where university students and their peers have been expressing themselves under minimal censorship, a vernacular "voice" does seem to emerge with the pervasiveness of Traditional Characters and Written Cantonese, demarcating local students and mainland students. Whereas Written Cantonese, often interspersed with English words and phrases, has long been in use in Hong Kong and Macau, the data do show many creative expressions or literacy practices that depart further from the more (quasi-) standard Written Cantonese characters. This creativity is appropriately described as "translanguaging", and yet "translanguaging" is nothing new in Cantonesespeaking communities; that is, at its outset, Written Cantonese is a "translanguaging" practice in the sense that it challenges the literary norm that "Chinese should always be written in Modern Standard Chinese" and problematizes the language ideology that "a dialect, such as Cantonese, cannot be written". In addition, these literacy practices, though fluid and creative, are largely based on spoken Cantonese, and hence they can be seen as a way of making the forum even more exclusive to mainland students.

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“…As documented, narratives offer options of identity work (Lillis, 2013) for writers, which they may not find in more traditional academic expository and argumentative resources. Narratives shape identities and provide meaning for both the writer and the reader.…”

Section: 34mentioning

confidence: 99%

Voice and narrative in L1 Writing

Krogh¹,

Piekut²

2015

L1 Educational Studies in Language and Literature

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This paper investigates issues of voice and narrative in L1 writing. Three branches of research are initially discussed: research on narratives as resources for identity work, research on writer identity and voice as an essential aspect of identity, and research on Bildung in L1 writing. Subsequently, two empirical investigations of L1 writing in a Danish upper secondary school are presented. The first study is based on longitudinal interview data and analyses one student's experience as an L1 writer in the transition from lower secondary to upper secondary school. A high-achieving student in lower secondary L1, she found that her previous writing strategies were not rewarded in upper secondary school. In the second empirical study, two upper-secondary exam papers are investigated, with a focus on their approaches to exam genres and their use of narrative resources to address issues of voice and identity. In the first paper, the student writer is provoked by the text material to attempt a private narrative. In the second paper, the student provides a personal narrative framework for his argumentation. In conclusion, this paper argues that empirical cases document a need for explicit training of voice and narratives as a resource for academic writing, and that the Bildung potential of L1 writing may be tied to this issue.

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The sociolinguistics of writing in a global context: Objects, lenses, consequences

Cited by 66 publications

References 80 publications

4 Models of writing and text production

4 Models of writing and text production

A local voice of Macau: Traditional Characters, code-switching and Written Cantonese in an internet forum

Voice and narrative in L1 Writing

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