Chapter 12: Helping Doctoral Students of Education to Face Writing and Emotional Challenges in Identity Transition

Carlino, Paula

doi:10.1163/9781780523873_013

Cited by 25 publications

(14 citation statements)

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“…Elementary and secondary school curricula heavily emphasize revision in many European countries based on this kind of research. More recently, these analyses have included tertiary education (see, for example, Castello and Inesta 2012;Lea 2013 ;Chitez and Kruse 2012;Carlino 2012 ;Dysthe 2012 ).…”

Section: Didactic Process Modelmentioning

confidence: 99%

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: Didactic Process Modelmentioning

confidence: 99%

4 Models of writing and text production

Donahue¹,

Lillis²,

Jakobs³

et al. 2014

Handbook of Writing and Text Production

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show abstract

“…The master's program aims to train teachers to analyze teaching activity and help them develop a collaborative activity system and the implied genres. See, for example, Carlino (2012) and Lundell and Beach (2003), on post-graduate writing. And see Gere (2019), Ivanic et al (2009) and Thaiss and Zawacki (2006) on undergraduate programs.…”

Section: My Studymentioning

confidence: 99%

“…This schedule allows the instructors to follow the graduate students in their writing of a 7,000-word thesis proposal that should be submitted to an external board before they can start their research project. Framed within a situated pedagogy, i.e., non-propaedeutics (Carlino, 2012;, the seminar adopts Delia Lerner's concept (2001) that the core content in teaching writing is to teach "los quehaceres del escritor" ("the writer's work" or "the writer's tasks"). This notion entails what writers typically do when they write in a certain situation -in its social, rhetorical, linguistic, attitudinal, and cognitive dimensions.…”

mentioning

confidence: 99%

Writing as a Human Activity: Implications and Applications of the Work of Charles Bazerman

2023

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“…The academic socialization of doctoral candidates is a complex process (Barnacle, 2005;Carlino 2012;Savva & Nygaard,2021;Wisker, 2016). As Grant (2004) points out, the candidate enters their field of research defensively, with the need to make their work acceptable to disciplinary masters.…”

Section: Manifestation 2: the Positionality Of The Doctoral Candidatementioning

confidence: 99%

‘And thou shall find your path’: The Manifesto in Doctoral Writing Development

Muir

Solli

2022

JoAW

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If writing pedagogy aims at writer development rather than text fixing, understanding how the writer sees that development is a key element of our skillset as writing teachers. In this article, we argue that a writing manifesto is a way for academic writers to express their development – one that, crucially, draws on semiotic resources outside the usual palette of academic writing. We situate this argument in the literature about reflective writing, which sees reflection as key in writing development, but which also points to the limits of certain kinds of reflective writing. Specifically, several scholars have noted how the reflective essay, traditionally conceived, tends to be constructed of formulaic mappable moves that can obstruct meaningful reflection. By analysing a corpus of manifestos created by doctoral writers, we show how the writers’ use of distinctive semiotic resources – irony, parody, font choice, layout – allow the writers to position themselves as agentive, and present themselves as the makers, not the recipients, of rules about writing. The manifesto, then, is a useful genre for enabling reflection and development because it can create space for writers’ agency and text ownership. Our analysis highlights the value of further discussion about alternate modes of reflective writing.

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Chapter 12: Helping Doctoral Students of Education to Face Writing and Emotional Challenges in Identity Transition

Abstract: Learning is particularly drenched in deep emotional issues, precisely because learning expands us beyond the secure realms of habit and prior senses of the self into new areas of competence and participation.

Cited by 25 publications

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4 Models of writing and text production

4 Models of writing and text production

Writing as a Human Activity: Implications and Applications of the Work of Charles Bazerman

‘And thou shall find your path’: The Manifesto in Doctoral Writing Development

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