Access the full text.
Sign up today, get DeepDyve free for 14 days.
Jeannett Martin (1992)
Genre and Literacy-Modeling Context in Educational LinguisticsAnnual Review of Applied Linguistics, 13
M. Halliday (1993)
Towards a Language-Based Theory of LearningLinguistics and Education, 5
K. Perera (1982)
Linguistics and the teacher
N. Fairclough (1992)
Discourse and Text: Linguistic and Intertextual Analysis within Discourse AnalysisDiscourse & Society, 3
G. Kress (1985)
Linguistic Processes in Sociocultural Practice
David Bartholomae (2005)
Inventing the University
B. Cope, M. Kalantzis (2001)
Multiliteracies: Literacy Learning and the Design of Social FuturesCollege Composition and Communication, 52
A. Paton (1995)
WAYS WITH WORDSBMJ, 311
B. Cope, M. Kalantzis (1993)
The Powers of Literacy: A Genre Approach to Teaching Writing
P. Smagorinsky (1997)
Personal Growth in Social ContextA high school senior’s search for meaning in and through writing. Written communication, 14
U. Connor (1996)
Contrastive rhetoric
M. Halliday, Rugaiya Hasan (1989)
Language, Context, and Text: Aspects of Language in a Social-Semiotic Perspective
(2001)
Transforming literacy curriculum genres
A. Purves (1988)
Writing Across Languages and Cultures: Issues in Contrastive Rhetoric
Y. Kachru (1999)
Culture in second language teaching and learning
L. Gemenne (2001)
L’écriture comme “tâche aveugle” dans l’apprentissage des disciplines: deux exemples du cours de sciencesEnjeux, 50
M. Nystrand, Adam Gamoran, Robert Kachur, Catherine Prendergast (1998)
Opening dialogue : understanding the dynamics of language and learning in the English classroomLanguage, 74
V. Prain (2001)
Review of Cope & Kalantzis (2000): Multiliteracies: literacy learning and the design of social futuresAustralian Review of Applied Linguistics, 24
J. Swales (1990)
Genre Analysis: English in Academic and Research Settings
C. Berkenkotter, T. Huckin (1993)
Rethinking Genre from a Sociocognitive PerspectiveWritten Communication, 10
M.A.K. Halliday (1996)
Literacy in society
R. Kaplan (1987)
Writing across languages
Carolyn Miller (1984)
Genre as social actionQuarterly Journal of Speech, 70
J. Swales, Aviva Freedman, Peter Medway (1995)
Genre and the new rhetoricThe Modern Language Journal, 79
M. Nystrand (1989)
A Social-Interactive Model of WritingWritten Communication, 6
Ken Hyland (2001)
Teaching and Researching Writing
M. Mroz, F. Smith, F. Hardman (2000)
The Discourse of the Literacy HourCambridge Journal of Education, 30
P. Smagorinsky (1995)
Constructing Meaning in the Disciplines: Reconceptualizing Writing across the Curriculum as Composing across the CurriculumAmerican Journal of Education, 103
C. Garcia-Debanc (1990)
Perspectives didactiques en français. Actes du Colloque de Cerisy, 1989
S. Michaels (1981)
“Sharing time”: Children's narrative styles and differential access to literacyLanguage in Society, 10
R. Wodak (1994)
Critical Discourse AnalysisDiscourse & Society, 5
K. Perera (1984)
Children's writing and reading: Analysing classroom language
T. Todorov (1978)
La notion de littérature et autres essais
L. Calkins (1985)
The art of teaching writing
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
L1–Educational Studies in Language and Literature – Springer Journals
Published: Nov 17, 2005
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.