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dc.contributor.authorWilson, Anthony-
dc.contributor.authorDymoke, Sue-
dc.identifier.citationJournal of Writing Research, 2017, 9 (2), pp. 127-150en
dc.description.abstractTheoretical 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.en
dc.publisherUniversiteit Antwerpenen
dc.rightsCopyright © the authors, 2017. This is an open-access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License (, 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.en
dc.subjectwriting developmenten
dc.subjectsocial contextsen
dc.subjectpoetic writingen
dc.titleTowards a model of poetry writing development as a socially contextualised processen
dc.typeJournal Articleen
dc.description.versionPublisher Versionen
pubs.organisational-group/Organisation/COLLEGE OF SOCIAL SCIENCES, ARTS AND HUMANITIESen
pubs.organisational-group/Organisation/COLLEGE OF SOCIAL SCIENCES, ARTS AND HUMANITIES/School of Educationen
Appears in Collections:Published Articles, School of Education

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