基本説明
This book brings together the work of scholars from around the world- UK, Pakistan, US, South Africa, Hungary, Korea, Mexico - to illustrate and celebrate the many ways in which Roz Ivanic has advanced the academic study of writing.
Full Description
This book brings together the work of scholars from around the world - UK, Pakistan, US, South Africa, Hungary, Korea, Mexico - to illustrate and celebrate the many ways in which Roz Ivanič has advanced the academic study of writing. Focusing on writing in different formal contexts of education, from primary through to further and higher education in a range of national contexts, the twenty one original contributions in the book critically engage with theoretical and empirical issues raised in Ivanič's influential body of work. In their exploration of writers' struggles with the demands of dominant literacy the authors significantly extend understandings of writing practices in formal institutions. Organized around three themes central to Ivanič's work - creativity and identity; pedagogy; and research methodologies - the twelve chapters and nine personal and scholarly reflections reveal the powerful ways in which Ivanič's work has influenced thinking in the field of writing and continues to open up avenues for future questioning and research.
Contents
1. Preface. Roz Ivanic's writing and identity (by Barton, David); 2. Introduction (by Carter, Awena); 3. List of contributors; 4. Acknowledgements; 5. List of figures; 6. Part I. Creativity and identity; 7. Reflection 1. Writing a narrative of multiple voices (by Cazden, Courtney B.); 8. Chapter 1. Writers and meaning making in the context of online learning (by Lea, Mary R.); 9. Chapter 2. 'Wrighting' a multimodal text. (by Parkin, Sue); 10. Reflection 2. Identity without identification (by Gee, James Paul); 11. Chapter 3. Authoring research, plagiarising the self ? (by Edwards, Richard); 12. Chapter 4. Creativity in academic writing: Escaping from the straitjacket of genre (by Hamilton, Mary); 13. Reflection 3. Overcoming barriers (by Horner, Bruce); 14. Part II. Pedagogy; 15. Reflection 4. Writing pictures, painting stories with Roz Ivanic (by Taylor, Denny); 16. Chapter 5. Discourses of learning and teaching: A dyslexic child learning to write (by Carter, Awena); 17. Chapter 6. Accommodation for success: Korean EFL students' writing practices in personal opinion writing (by Lee, Younghwa); 18. Reflection 5. Collegiality and collaboration (by Tusting, Karin); 19. Chapter 7. Advanced EFL students' revision practices throughout their writing process (by Camps, David); 20. Chapter 8. Reconceptualising student writing: From conformity to heteroglossic complexity. (by Scott, Mary); 21. Reflection 6. Roz and critical language studies at Lancaster (by Fairclough, Norman); 22. Part III. Methodology; 23. Reflection 7. Sharing writing, sharing names (by Janks, Hilary); 24. Chapter 9. Bringing writers' voices to writing research: Talk around texts (by Lillis, Theresa); 25. Chapter 10. Listening to children think about punctuation (by Hall, Nigel); 26. Reflection 8. Ivanic and the joy of writing (by Russell, David); 27. Chapter 11. Recontextualising classroom experience in undergraduate writing: An exploration using case study and linguistic analysis (by Walko, Zsuzsanna); 28. Chapter 12. Researcher identity in the writing of collaborative-action research (by Qadir, Samina Amin); 29. Reflection 9. An appreciation of Roz Ivanic (by Street, Brian); 30. Works by Roz Ivanic referred to in this book; 31. Index
