Writing as a social process

McLane, Joan B.

doi:10.1017/cbo9781139173674.015

Cited by 36 publications

(6 citation statements)

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“…The first is classroom collaboration, which is central to a social constructivist view of literacy learning. Classroom collaboration is the condition for creating a community of discourse practices through which students may discover the functions of reading, writing, and other literacy practices and, through them, their identities as learners (McLane, 1990;Morrow & Sharkey, 1993;Nolen, 2001Nolen, , 2007aNolen, , 2007bOldfather & Dahl, 1994). The second feature is the close link between writing and other classroom activities, through which students can come to view writing not as a mere rhetorical exercise but as a tool for learning, expressing, elaborating, and communicating in various subjects.…”

Section: Making Writing Attractive: a Matter Of Topic And Activitymentioning

confidence: 99%

Teaching Elementary School Students to Play With Meanings and Genre

Boscolo

Gelati

Galvan

2012

Reading & Writing Quarterly

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Section: Making Writing Attractive: a Matter Of Topic And Activitymentioning

confidence: 99%

Teaching Elementary School Students to Play With Meanings and Genre

Boscolo

Gelati

Galvan

2012

Reading & Writing Quarterly

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“…The importance of audience has been well documented by literacy scholars (Bakhtin, 1986; Bazerman, 2004; Ede, 1989; Flower, 1979; McLane, 1992; Ong, 1975). Recent researchers have shown that narrators write differently when addressing different audiences.…”

Section: Discussionmentioning

confidence: 99%

How First-year Students Expressed Their Transition to College Experiences Differently Depending on the Affordances of Two Writing Contexts

Kreniske

2017

Computers and Composition

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Drawing on theory that positions writing as a social process, this study compares how two distinct contexts influenced the linguistic features of college students’ writing over time. In one context, students blogged and received comments, while in the other context students word-processed and received no comments. Systematic qualitative and quantitative analyses of these natural language posts and comments indicated the bloggers used greater rates of cognitive and intensifying expressions in their writing over time than students who word-processed. These results suggest that the affordances of the context influenced narrators’ expressive writing over time. The current findings have significance for scholars seeking to understand connections between interactive media, writing processes, and audience, and for college programs across the U.S. that provide support for first-year students.

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“…In this sense, for Vygotsky (1978), 'make-believe play, drawing and writing can be viewed as different moments in an essentially unified process of development of written language' (116). Following Vygotsky's emphasis on the contextual supports for motivating the writer's communicative purposes, McLane's (1990) study showed how to integrate a range of writing activities with both play and drawing for the writing development of young children in the after-school program. While criticizing a traditional, product-oriented approach to writing focusing on the technical aspects of writing, McLane addressed the importance of connections among play, drawing and writing through adult involvement and support: children used their pretend play experience as a resource for writing; children used writing to create imaginary situations and to imagine someone else's experience in another time and place; and children used writing as a resource and means to pursue their own interests and purpose as well as extending their interests in drawing and play (310).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Play, drawing and writing: a case study of Korean–Canadian young children

Kim

2011

European Early Childhood Education Research Journal

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From a sociocultural approach to literacy, young children, including culturally and linguistically diverse (CLD) children, can be viewed as active meaning-makers through participation in everyday literacy practices. This theoretical emphasis on the importance of the social context requires teachers and caregivers not only to improve and co-create learning environments but also to consider how to make sense of children's drawings and other non-verbal modes embedded in literacy practices. Drawing on a Vygotskian perspective, this study explores how young children use drawings and other semiotic tools as important mediators through which they represent their experience, feeling and knowledge in terms of the process of meaning-making. Within a qualitative research framework, this study uses data collected during the lesson theme of 'circle' to understand how young culturally and linguistically diverse (CLD) learners' drawings serve as a psychological tool for understanding and representing important aspects of their own experiences in terms of social, cognitive, and affective aspects. Implications of this study are discussed.RÉSUMÉ: A partir d'une approche socioculturelle de la littéracie, les jeunes enfants, incluant les enfants divers, culturellement et linguistiquement (CLD), peuvent être considérés comme des constructeurs actifs de signification grâce à la participation aux pratiques de littéracie quotidiennes. Cette insistance théorique sur l'importance du contexte social demande des enseignants et des éducateurs non seulement d'améliorer et co-créer des environnements d'apprentissage, mais encore de chercher à donner du sens aux dessins et autres modalités non-verbales présentes dans les pratiques de littéracie. Prenant appui sur une perspective vygotskienne, cette étude explore la façon dont les jeune enfants utilisent des dessins et d'autres outils sémiotiques comme médiateurs importants par lesquels ils représentent leur expérience, sentiments et connaissances, en termes de processus de construction de signification. Cette étude qualitative utilise des données recueillies pendant une leçon sur le thème du « cercle » pour comprendre comment les dessins des jeunes enfants (CLD) constituent un outil psychologique pour comprendre et représenter d'importants aspects de leurs propres expériences, sociaux, cognitifs et affectifs. Des implications de cette étude sont discutées.ZUSAMMENFASSUNG: Aus soziokultureller Sicht kann die Lese-und Schreibkompetenz von Kindern, einschließlich Kindern mit diversen kulturellen und sprachlichen Hintergründen (CLD), als Prozess der aktiven Sinn-Herstellung durch die Teilnahme an alltäglichen Lese-und Schreibübungen betrachtet werden. Dieser theoretische Schwerpunkt auf die Bedeutung des sozialen Kontextes fordert von Lehrern und Betreuern nicht nur die Verbesserung und gemeinsame Erschaffung von Lernumgebungen, sondern auch die Berücksichtigung, wie die Sinn-Herstellung kindlicher Zeichnungen und anderen Formen der nonverbalen Kommunikation in die Übungen der Lese-und Schreibkompe...

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Writing as a social process

Cited by 36 publications

References 0 publications

Teaching Elementary School Students to Play With Meanings and Genre

Teaching Elementary School Students to Play With Meanings and Genre

How First-year Students Expressed Their Transition to College Experiences Differently Depending on the Affordances of Two Writing Contexts

Play, drawing and writing: a case study of Korean–Canadian young children

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