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Writing and the Making of Meaning: An Introduction

Writing and the Making of Meaning: An Introduction MARTA MILIAN and ANNA CAMPS WRITING AND THE MAKING OF MEANING: AN INTRODUCTION 1. Introduction Dimensions of writing enhancing an epistemic activity of writers have been studied in the educational world. Research on knowledge construction through written dialogue centered in the ‘‘process approach’’ to writing has been studied from kindergarten to secondary education and university students. Most commonly, the act of writing is seen from two dimensions: the personal and intellectual growth through the act of objectifying language signs, and the writer’s social conversation with the audience within contexts where these signs are shared and, at the same time, shaped with new meanings with every new use. Since the early 1970s in the United States, Britain and beyond, the philosophy of ‘‘writing to learn’’ inspired the net of the National Writing Project. Around the same time, the Writing Across the Curriculum (WAC) movement began. An early notion of the concept ‘‘academic genres’’ could be traced and recognized as the discourse belonging to different school subjects and, consequently, to different scientific worlds. For the last 30 years, both movements have influenced new educational contexts around the world. Their implementation has generated new lines of inquiry, and new insights into the http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png L1–Educational Studies in Language and Literature Springer Journals

Writing and the Making of Meaning: An Introduction

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References (34)

Publisher
Springer Journals
Copyright
Copyright © 2005 by Springer
Subject
Education; Psycholinguistics; Language Education
ISSN
1567-6617
eISSN
1573-1731
DOI
10.1007/s10674-005-5188-8
Publisher site
See Article on Publisher Site

Abstract

MARTA MILIAN and ANNA CAMPS WRITING AND THE MAKING OF MEANING: AN INTRODUCTION 1. Introduction Dimensions of writing enhancing an epistemic activity of writers have been studied in the educational world. Research on knowledge construction through written dialogue centered in the ‘‘process approach’’ to writing has been studied from kindergarten to secondary education and university students. Most commonly, the act of writing is seen from two dimensions: the personal and intellectual growth through the act of objectifying language signs, and the writer’s social conversation with the audience within contexts where these signs are shared and, at the same time, shaped with new meanings with every new use. Since the early 1970s in the United States, Britain and beyond, the philosophy of ‘‘writing to learn’’ inspired the net of the National Writing Project. Around the same time, the Writing Across the Curriculum (WAC) movement began. An early notion of the concept ‘‘academic genres’’ could be traced and recognized as the discourse belonging to different school subjects and, consequently, to different scientific worlds. For the last 30 years, both movements have influenced new educational contexts around the world. Their implementation has generated new lines of inquiry, and new insights into the

Journal

L1–Educational Studies in Language and LiteratureSpringer Journals

Published: Nov 17, 2005

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