Research in the Teaching of English Feb 2017

Forum: Taking the Long View on Writing Development

Arthur N. Applebee University at Albany, State University of New York ; Charles Bazerman University of California, Santa Barbara ; Virginia W. Berninger University of Washington ; Deborah Brandt University of Wisconsin–Madison ; Steve Graham Arizona State University ; Paul Kei Matsuda Arizona State University ; Sandra Murphy University of California, Davis ; Deborah Wells Rowe Vanderbilt University ; Mary Schleppegrell

Abstract

Studies on writing development have grown in diversity and depth in recent decades, but remain fragmented along lines of theory, method, and age ranges or populations studied. Meaningful, competent writing performances that meet the demands of the moment rely on many kinds of well-practiced and deeply understood capacities working together; however, these capacities’ realization and developmental trajectories can vary from one individual to another. Without an integrated framework to understand lifespan development of writing abilities in its variation, high-stakes decisions about curriculum, instruction, and assessment are often made in unsystematic ways that may fail to support the development they are intended to facilitate; further, research may not consider the range of issues at stake in studying writing in any particular moment.To address this need and synthesize what is known about the various dimensions of writing development at different ages, the coauthors of this essay have engaged in sustained discussion, drawing on a range of theoretical and methodological perspectives. Drawing on research from different disciplinary perspectives, they propose eight principles upon which an account of writing development consistent with research findings could be founded. These principles are proposed as a basis for further lines of inquiry into how writing develops across the lifespan.

Journal
Research in the Teaching of English
Published
2017-02-01
DOI
10.58680/rte201728980
CompPile
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Open Access
Closed
Topics
assessment race and writing
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Citation Context

Cited by in this index (15)

  1. Reed et al. (2026)
    Associations of adolescents’ argumentative writing scores and growth when evalu…
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  2. Rothschild et al. (2024)
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  3. Phelps (2023)
    Bouncing Back: Resilience and Its Limits in Late-Age Composing
    Literacy in Composition Studies
  4. Kabel et al. (2022)
    A framework for identifying early writing development
    Writing and Pedagogy
  5. Bremholm et al. (2022)
    Proficiency scales for early writing development
    Writing and Pedagogy
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  1. Bremholm et al. (2022)
    A review of Scandinavian writing research between 2010 and 2020
    Writing and Pedagogy
  2. Krishnan et al. (2021)
    Multiple utilities of infographics in undergraduate students’ process-based writing
    Writing and Pedagogy
  3. Madden et al. (2021)
    Untangling Methodological Commitments in Writing Research: Using Collaborative …
    Written Communication
  4. Lindgren (2021)
    Writing With Data: A Study of Coding on a Data-Journalism Team
    Written Communication
  5. Bowen et al. (2020)
    Identities Developed, Identities Denied: Examining the Disciplinary Activities …
    College Composition and Communication
  6. Alexander et al. (2020)
    Toward Wayfinding: A Metaphor for Understanding Writing Experiences
    Written Communication
  7. Byrd (2019)
    Between Learning and Opportunity: A Study of African American Coders’ Networks …
    Literacy in Composition Studies
  8. Rosenberg (2018)
    “Still Learning”: One Couple’s Literacy Development in Older Adulthood
    Literacy in Composition Studies
  9. Bowen (2018)
    Composing a Further Life: Introduction to the Special Issue
    Literacy in Composition Studies
  10. Mlynarczyk (2018)
    Making Meaning in (and of) Old Age: The Value of Lifelong Literacy
    Literacy in Composition Studies

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