Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/40413
Title: Towards a model of poetry writing development as a socially contextualised process
Authors: Wilson, Anthony
Dymoke, Sue
First Published: Sep-2017
Publisher: Universiteit Antwerpen
Citation: Journal of Writing Research, 2017, 9 (2), pp. 127-150
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.
DOI Link: TBC
ISSN: 2030-1006
2294-3307
Links: http://www.jowr.org/abstracts/vol9_2/Wilson_Dymoke_2017_9_2_abstract.html
http://hdl.handle.net/2381/40413
Version: Publisher Version
Status: Peer-reviewed
Type: Journal Article
Rights: Copyright © the authors, 2017. This is an open-access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License (http://creativecommons.org/licenses/by-nc-nd/3.0/), which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.
Appears in Collections:Published Articles, School of Education

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