Writing Children

Written Communication Jan 1995

ANNE HAAS DYSON

Abstract

Adult ways of writing—of constructing textual visions of—children are linked to their ways of envisioning themselves and, more broadly, to their perceptions of fully “developed” adults. Thus developmental visions have traditionally taken for granted the social and ideological worlds of privileged adults. This article aims to make problematic such writing by reviewing new visions of language and of development that acknowledge human sociocultural and ideological complexity. Within these visions, children's differentation of ways of using language is linked to their differentiation of their own place—potential or actual—in the social world. To more fully explore these new visions, this article also offers a concrete illustration of writing children as social and ideologically complex beings. It concludes by considering implications for both professional writing and classroom pedagogy.

Journal: Written Communication
Published: 1995-01-01
DOI: 10.1177/0741088395012001002
Open Access: Closed
Topics: professional writing

Citation Context

Cited by in this index (3)

Honig (2010)

What Do Children Write in Science? A Study of the Genre Set in a Primary Scienc…

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LARSON (1999)

Analyzing Participation Frameworks in Kindergarten Writing Activity

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DYSON (1997)

Rewriting for, and by, the Children

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