Abstract
Drawing upon nine years of qualitative data, including a collection of writing samples and yearly interviews, this study seeks to articulate a model of long-term writing development that can be adapted for a wide range of research and teaching purposes. The model is adapted from Bronfenbrenner and Morris’s Bioecological model of human development and draws upon key works by writing transfer scholars, longitudinal researchers, and the work in lifespan development. The model identifies the critical interplay of ecologies of writing specifically through the intersection of Person characteristics (e.g., Identities, Dispositions, and Resources) with Key Events over Time, nested in particular writing Contexts. We specifically focus on the way that various Person characteristics (including sociocultural, sociolinguistic, and socioeconomic), drastically shape writing development over Time, particularly as they are mediated by the Salience of the specific Writing Event and a writer’s metacognitive awareness. Through case studies, we trace two writers’ long-term development across nine years, spanning their undergraduate degrees, internship and workplace contexts, and for one writer, experiences in medical school contexts. With a model that can be applied to a variety of research and teaching contexts to better understand learners’ writing development, we argue that Person characteristics—mediated by Salience and Metacognition and working together with Key Events, Contexts, and Time—substantially shape long-term outcomes for writing and learning. Through this robust model, we offer methodological and pedagogical implications.
- Journal
- Composition Forum
- Published
- 2022
- CompPile
- Search in CompPile ↗
- Open Access
- OA PDF Gold
- Topics
- Export
- BibTeX RIS
Citation Context
Cited by in this index (0)
No articles in this index cite this work.
Cites in this index (0)
No references match articles in this index.
Related Articles
-
Pedagogy Oct 2023Matthew Dischinger
-
Teaching English in the Two-Year College Dec 2022Feature: Teaching toward Reading Transfer in Open-Access Contexts: Framing Strategic Reading as a Transferable Skill ↗Jaclyn Hilberg
-
Pedagogy Jan 2022modern rhetorical theory rhetorical criticism genre theory discourse analysis african american rhetorics decolonial rhetorics first-year composition writing pedagogy basic writing writing across the curriculum graduate education teacher development argument collaborative writing transfer assessment portfolios writing program administration writing centers peer tutoring technical communication professional writing archival research digital rhetoric social media grammar and mechanics literacy studies race and writing gender and writing disability studies public rhetoric community literacy literary studies editorial matter
-
Pedagogy Oct 2021rhetorical criticism discourse analysis writing pedagogy graduate education two-year college teacher development collaborative writing transfer assessment labor and working conditions multimodality social media online writing instruction multilingual writers literacy studies race and writing gender and writing public rhetoric community literacy affect and writing literary studies editorial matter
-
Writing and Pedagogy Aug 2021Gita DasBender