Towards a model of poetry writing development as a socially contextualised process

Wilson, A. and Dymoke, S. ORCID: 0000-0001-9592-852X, 2017. Towards a model of poetry writing development as a socially contextualised process. Journal of Writing Research, 9 (2), pp. 127-150. ISSN 2030-1006

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Abstract

Theoretical explanations of learners' poetry writing development are relatively new and, compared to other genres, rare. Neither the cognitive models of writing development, nor the descriptions of poet-practitioners or inspired experts give a fully nuanced representation of the complexity at play in poetry composition. Also missing from these models is the social context of learning to write poetry. We link Vygotsky's work on the symbolic function of inner speech to documented accounts of poets 'answering' the social world to which they belong. We propose a theoretical model of development in poetry writing that takes into account learners’ fluid social contexts, and which draws on Schultz and Fecho's survey of writing development. This fusion is a new contribution to theorisations of writing development.

Item Type: Journal article
Publication Title: Journal of Writing Research
Creators: Wilson, A. and Dymoke, S.
Publisher: ARLE (International Associaton for Research in L1 Education)
Date: 2017
Volume: 9
Number: 2
ISSN: 2030-1006
Identifiers:
NumberType
10.17239/jowr-2017.09.02.02DOI
1275163Other
Divisions: Schools > School of Education
Depositing User: Linda Sullivan
Date Added: 22 Jan 2020 10:52
Last Modified: 19 Feb 2020 08:54
URI: http://irep.ntu.ac.uk/id/eprint/39042

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