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Reconceptualising student writing: from conformity to heteroglossic complexity.

Turner, Joan and Scott, Mary. 2009. Reconceptualising student writing: from conformity to heteroglossic complexity. In: Awena Carter; Theresa Lillis and Sue Parkin, eds. Why Writing Matters Issues of access and identity in writing research and pedagogy. Amsterdam: John Benjamins, pp. 151-161. ISBN 978-9027218070 [Book Section]

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Abstract or Description

This book brings together the work of scholars from around the world – UK, Pakistan, US, South Africa, Hungary, Korea, Mexico – to illustrate and celebrate the many ways in which Roz Ivanič has advanced the academic study of writing. Focusing on writing in different formal contexts of education, from primary through to further and higher education in a range of national contexts, the twenty one original contributions in the book critically engage with theoretical and empirical issues raised in Ivanič’s influential body of work. In their exploration of writers’ struggles with the demands of dominant literacy the authors significantly extend understandings of writing practices in formal institutions. Organized around three themes central to Ivanič’s work – creativity and identity; pedagogy; and research methodologies – the twelve chapters and nine personal and scholarly reflections reveal the powerful ways in which Ivanič’s work has influenced thinking in the field of writing and continues to open up avenues for future questioning and research.

Item Type:

Book Section

Departments, Centres and Research Units:

Centre for English Language and Academic Writing (1996-2017)

Dates:

DateEvent
2009Published

Item ID:

12855

Date Deposited:

25 Aug 2015 09:47

Last Modified:

26 Jun 2017 10:59

URI:

http://research.gold.ac.uk/id/eprint/12855

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