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Towards a model of poetry writing development as a socially contextualised process

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journal contribution
posted on 2017-10-02, 15:03 authored by Anthony Wilson, Sue Dymoke
Theoretical 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.

History

Citation

Journal of Writing Research, 2017, 9 (2), pp. 127-150

Author affiliation

/Organisation/COLLEGE OF SOCIAL SCIENCES, ARTS AND HUMANITIES/School of Education

Version

  • VoR (Version of Record)

Published in

Journal of Writing Research

Publisher

Universiteit Antwerpen

issn

2030-1006;2294-3307

Acceptance date

2017-09-08

Copyright date

2017

Available date

2017-10-02

Publisher version

http://www.jowr.org/abstracts/vol9_2/Wilson_Dymoke_2017_9_2_abstract.html

Language

en

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