Roger Beard & Debra Myhill 
The SAGE Handbook of Writing Development [PDF ebook] 

Writing development is currently the focus of substantial international debate because it is the aspect of literacy education that has been least responsive to central government and state reforms. Teaching approaches in writing have been slower to change than those in teaching reading and pupil attainment in writing has increased at a much more modest rate than pupil attainment in reading.

This handbook critically examines research and theoretical issues that impact on writing development from the early years through to adulthood. It provides those researching or teaching literacy with one of the most academically authoritative and comprehensive works in the field. With expert contributors from across the world, the book represents a detailed and valuable overview of a complex area of study.

İçerik tablosu

General Introduction

The History of Writing – David R. Olson

INTRODUCTION TO SECTION 1

Modelling the Development of Written Composition – Denis Alamargot and Michel Fayol

Writing about What We Know: Generating Ideas in Writing – David Galbraith

From Idea to Text – John R. Hayes

Revision Processes – Lucile Chanquoy

A Sociocultural Framework: Writing as Social Practice – Triantafillia Kostouli

Developing Discourse Roles and Positionings – An Ecological Theory of Writing Development – Jon Smidt

Writing: A Critical Literacy Perspective – Hilary Janks

Multiple Literacies and Multi-literacies – Brian V. Street

Writing As Linguistic Mastery: The Development of Genre-based Literacy Pedagogy – David Rose

Writing in a Multimodal World of Representation – Gunther Kress and Jeff Bezemer

Grammar and Writing – The International Debate – Terry Locke

How Linguistics Can Inform the Teaching of Writing – Craig Hancock

INTRODUCTION TO SECTION 2

Early Written Communication – Deborah Wells Rowe

Writing in Childhood Worlds – Anne Haas Dyson

Agency and Platform: The relationships between talk and writing – Judy Parr, Rebecca Jesson and Stuart Mc Naughton

Learning to Use Alphabetic Writing – Charles Read

Developing an Understanding of Punctuation – Nigel Hall and Sue Sing

The Critical Role Handwriting Plays in the Ability to Produce High-Quality Written Text – Carol A. Christensen

Engaging and Motivating Children to Write – Pietro Boscolo

Writing and Popular Culture – Jackie Marsh

INTRODUCTION TO SECTION 3

Morphemes and Children′s Spelling – Peter Bryant and Terezinha Nunes

Measuring Maturity – Richard Hudson

The Architecture of Textuality: A Semiotic View of Composing in and out of School – Peter Smagorinsky

The Content of Students′ Writing – Brenton Doecke and Douglas Mc Clenaghan

Creativity and Constraint: Developing as a Writer of Poetry – Anthony Wilson

Becoming a Designer: Trajectories of Linguistic Development – Debra Myhill

Writing through College: Self-efficacy and Instruction – Ellen Lavelle

Toward a New Understanding for Classroom Writing Assessment – Brian Huot and Jeff Perry

The Role of Readers in Writing Development: Writing Students Bringing Their Texts to the Test – Gert Rijlaarsdam, Martine Braaksma, Michel Couzijn, Tanja Janssen, Marleen Kieft, Mariet Raedts, Elke van Steendam, Anne Toorenaar and Huub van den Bergh

INTRODUCTION TO SECTION 4

The Expansion of Second Language Writing – Paul Kei Matsuda, Christina Ortmeier-Hooper and Aya Matsuda

Meeting the Needs of Advanced Multilingual Writers – Suresh Canagarajah and Maria Jerskey

Causes of Delays and Difficulties in the Production of Written Text – Julie Dockrell

The Contested Materialities of Writing in Digital Environments: Implications for Writing Development – Doreen Starke-Meyerring

Hypertext and Writing – Christina Haas and Chad Wickman

Developing Writing in a High-Stakes Environment – Marian Sainsbury

Writing in the Wider Community – Beverly J. Moss

Reflections on the Future of Writing Development – Robert Gundlach

Yazar hakkında

Martin Nystrand (Ph.D., Northwestern University) is LOUISE DURHAM MEAD PROFESSOR OF ENGLISH at the University of Wisconsin-Madison. His research focuses on the dialogic organization of discourse in both writing and classroom discourse. His writing research examines how writing-reader interaction shapes the writer’s writing process and development: The Structure of Written Communication: Studies in Reciprocity Between Writers and Readers (Academic Press, 1986). His classroom discourse research, in collaboration with Adam Gamoran, probes the role of classroom interaction in student learning and was the first empirical study to document the role of open classroom discussion in student learning: Opening Dialogue: Understanding the Dynamics of Language and Learning in the English Classroom (Teachers College Press, 1997). His study, “Questions in Time: Investigating the Structure and Dynamics of Unfolding Classroom Discourse” (with L. Wu, A. Gamoran, S. Zeiser, D. Long, Discourse Processes, 35 (2003), 135-196) is the first-ever use of event-history analysis to investigate classroom discourse.

Nystrand is a former director of the National Research Center on English Learning & Achievement (CELA), editor of Written Communication, and president of both the National Conference on Research in Language and Literacy (NCRLL) and the American Education Research Association (AERA) Special Interest Group (SIG) for Writing Research. At Wisconsin, he has also been a Vilas Associate and, since 1994, a member of the Teaching Academy. He teaches undergraduate courses in composition and English education and graduate courses and seminars in Composition and Rhetoric, a program he chairs.

His most recent book, coedited with John Duffy, is Towards a Rhetoric of Everyday Life: New Directions in Research on Writing, Text, and Discourse (University of Wisconsin Press, 2003). He is currently working on The Semiotics of Influence, a sociocultural history of composition studies investigating the history and social context of empirical writing research as it unfolded in North America during the 1970s & ’80s.