|Title:||How writing shapes the writer : understanding developmental changes in student writers|
|Authors :||Kruse, Otto|
|Proceedings:||Tutoring and Teaching Academic Writing : Procedures of the Second Conference of the European Association for the Teaching of Academic Writing|
|Conference details:||Second Conference of the European Association for the Teaching of Academic Writing, Budapest, Hungary, June 2003|
|License (according to publishing contract) :||Licence according to publishing contract|
|Type of review:||Not specified|
|Subjects :||Schreibentwicklung; Schreibpädagogik; Wissenschaftliches Schreiben|
|Subject (DDC) :||378: Higher education |
808: Rhetoric and writing
|Abstract:||The teaching and tutoring of writing is meant to instruct students on how to write better texts. This goal, however, is not the only and probably not the most important one as many interventions in writing pedagogy try to change the writer instead of the text. But how, when and why do writers change? To understand the impact of pedagogical interventions on the writer one should look at the role writing itself plays in development. I will argue that writing changes the writer in a slow, smooth and gradual way that may be called “shaping”. This is a self-induced and self-managed process and writing pedagogy has to understand its nature in order to help students navigate their intellectual development successfully. Three interrelated areas where shaping may take place will be focused on: Shaping the mind, shaping knowledge and shaping the identity of the writer. I will discuss how these fields are affected by writing and how writing pedagogy can address them differentially in order to build up academic literacy.|
|Publication type:||Conference Paper|
|Appears in Collections:||Publikationen Angewandte Linguistik|
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