Double histories in multivocal classrooms: Notes toward an ecological account of writing

Written Communication

Volumn 19, Issue 3, 2002, Pages 414-443

  Smidt, Jon ^a  

^a S r Tr ndelag University College   (Norway)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 18644371873     PISSN: 07410883     EISSN: 15528472     Source Type: Journal    
DOI: 10.1177/074108802237753     Document Type: Article

References (49)

1. Bakhtin, M. (1981). The dialogic imagination. Four essays (M. Holquist, Ed. and Trans.). Austin: University of Texas Press.
2. Bakhtin, M. (1986). Speech genres and other late essays (C. Emerson and M. Holquist, Eds.; V. W. McGee, Trans.). Austin: University of Texas Press.
3. Barton, D. (1994). Literacy: An introduction to the ecology of written language. Oxford, UK: Blackwell.
4. Bateson, G. (1972). Steps to an ecology of mind. New York: Harpercollins College.
5. Berge, K. L. (1988). Skolestilen som genre [The school essay as a genre]. Oslo, Norway: LNU/Cappelen.
6. Berge, K. L. (1996). Norsksensorenes tekstnormer og doxa: En kultursemiotisk og sosiotekstologisk analyse [Text norms and doxa of exam assessors in Norwegian: A cultural semiotic and socio-textological analysis]. Unpublished doctoral dissertation, University of Trondheim, Norway.
7. Charon, J. M. (1995). Symbolic interactionism: An introduction, an interpretation, an integration (5th ed.). Englewood Cliffs, NJ: Prentice Hall.
8. Cherry, R. (1988). Ethos versus persona: Self-representation in written discourse. Written Communication, 5, 251-276.
9. Dyson, A. H. (1989). Multiple worlds of child writers: Friends learning to write. New York: Teachers College Press.
10. Dyson, A. H. (1992). The case of the singing scientist: A perspective on the "stages" of school literacy. Written Communication, 9, 3-47.
11. Dyson, A. H. (1993). The social worlds of children learning to write in an urban primary school. New York: Teachers College Press.
12. An English-reader's dictionary. (1969). Oxford, UK: Oxford University Press.
13. Evensen, L. S. (2002). Convention from below: Negotiating interaction and culture in argumentative writing. Written Communication, 19(3), 382-413.
14. Evensen, L. S., Halse, M. E., Hoel, T. L., Lorentzen, R. T., Moslet, I., & Smidt, J. (1991). Utvikling av skriftspråklig kompetanse [Development of written competence] (DEVEL Project Report No. 1). Trondheim, Norway: ALLFORSK.
15. Freedman, A., Adam, C., & Smart, G. (1994). Wearing suits to class: Simulating genres and simulations as genre. Written Communication, 11, 193-226.
16. Freedman, A., Carey, J., & Miller, A. (1989). Students' stances: Dimensions affecting composing and learning processes. In Carleton papers in applied language studies (Vol. 6, pp. 84-106). Ottawa, Canada: Carleton University Press.
17. Freedman, S. W., Greenleaf, C., & Sperling, M. (1987). Response to student writing. Urbana, IL: National Council of Teachers of English.
18. Goffman, E. (1986). Frame analysis: An essay on the organization of experience. Boston: Northeastern University Press. (Original work published 1974)
19. Goffman, E. (1990). The presentation of self in everyday life. London: Penguin. (Original work published 1959)
20. Hoel, T.L.(1997). Voices from the classroom. Teaching and Teacher Education,13(1), 5-16.
21. Igland, M.-A. (2001). Mens teksten blir til: lærarkommentarar og felles bearbeidingsprosjekt [Teacher comments and joint projects of revision]. In O. Dysthe (Ed.),Dialog, samspel og læring [Dialogue, interaction, and learning] (pp. 241-268). Oslo, Norway: Abstrakt forlag.
22. Ivanič, R. (1998). Writing and identity: The discoursal construction of identity in academic writing. Amsterdam, the Netherlands: John Benjamins.
23. Kress, G. (1989). Linguistic processes in sociocultural practice (2nd ed.). Oxford, UK: Oxford University Press.
24. Lotman, J. (1990). Universe of the mind: A semiotic theory of culture. London: Tauris.
25. Mead, G. H. (1967). Mind, self, and society from the standpoint of a social behaviorist. Chicago: The University of Chicago Press, Phoenix Books. (Original work published 1934)
26. Miller, C. R. (1984). Genre as social action. Quarterly Journal of Speech, 70, 151-167.
27. Nystrand, M. (1986). The structure of written communication: Studies in reciprocity between writers and readers. Orlando, FL: Academic Press.
28. Nystrand, M. (1989). A social-interactive model of writing. Written Communication, 6, 66-85.
29. Nystrand, M. (1990). Sharing words: The effects of readers on developing writers. Written Communication, 7, 3-24.
30. Nystrand, M., Gamoran, A., & Carbonaro, W. (1998). Towards an ecology of learning: The case of classroom discourse and its effects on writing in high school English and social studies (Wisconsin Center for Education Research Report Series 2.34). Albany, NY: National Research Center on English Learning and Achievement.
31. Nystrand, M., & Graff, N.(2001). Report inargument's clothing:Anecological perspective on writing instruction in a seventh-grade classroom. Elementary School Journal, 10(4), 479-492.
32. Ongstad, S. (1993). What is genre? In B. Cope & M. Kalantzis (Eds.), Genre approaches to literacy: Theories and practices (pp. 17-42). Sydney, Australia: Common Ground.
33. Ongstad, S. (1994). The hidden literacy of tasks in education: The semiotics of students' "answers." In B. Shortland-Jones, B. Bosich, & J. Rivalland (Eds.), Living literacy. Carlton: Australian Reading Association.
34. Ongstad, S. (1997). Sjanger, posisjonering og oppgaveideologier [Genre, positioning, and task ideologies]. Unpublished doctoral dissertation, University of Trondheim, Norway.
35. Ongstad, S.(1999). Self-positioning(s) and students' task reflexivity-Asemiotic macro concept exemplified. Journal of Structural Learning and Intelligent Systems,14(2), 1-28.
36. Ongstad, S., & Smidt, J. (1995). Norwegian-A dynamic battlefield. In R. Delnoy, W. Herrlitz, & S. Kroon (Eds.), Studies in mother tongue education: European education in mother tongue. A second survey of standard language teaching in eight European countries Vol. 6. (pp. 7-30). Nijmegen, the Netherlands: International Mother Tongue Education Network.
37. Purves, A. C. (Ed.). (1992). The IEA study of written composition II: Education and performance in fourteen countries. Oxford, UK: Pergamon.
38. Rommetveit, R. (1974). On message structure: A framework for the study of language and communication. London: John Wiley.
39. Smidt, J. (1994). Exam genres and discourse roles: Two case studies from a writing classroom (DEVEL Project Report No. 12). Trondheim, Norway: ALLFORSK.
40. Smidt, J. (1996): Fornyelsens konflikter: Skriveopplæring i videregående skole i 90-åra [Conflicts of reform: The teaching of writing in upper secondary school in the nineties]. Oslo, Norway: LNU/Cappelen Akademisk Forlag.
41. Smidt, J., & van de Ven, P.-H. (1994). Writing in Norway and the Netherlands: Acontri-bution on the NONE project. In R. Delnoy, S. Kroon, & L.-G. Malmgren (Eds.), Landskrona papers: A report from the IMEN workshop in Landskrona, Sweden, 14-16 May 1993 (pp. 81-99). Centrum för didaktik vid Lunds Universitet: Lärarhögskolan i Malmö [Center for Educational Practiceat the Universityof Lund, Sweden: Malmö Teacher Training College].
42. Sperling, M.(1993, April). Layering reader-writer perspectives in the teacher-student writing conference. Paper presented at the meeting of the American Educational Research Association, Atlanta, GA.
43. Sperling, M. (1994): Constructing the perspective of teacher-as-reader: A framework for studying response to student writing. Research in the Teaching of English, 28, 175-203.
44. Sperling, M. (1995). Revealing the teacher-as-reader: Aframework for discussion and learning (Center for the Study of Writing Occasional Paper No. 40). Berkeley, CA: National Writing Project.
45. Sperling, M., Burris, E., & Henderson, B. (1992, April). Constructing the reader in the writer: Perspective-making in teachers' written comments on student papers. Paper presented at the meeting of the American Educational Research Association, San Francisco, CA.
46. Sperling, M., & Freedman, S. W. (1987). A good girl writes like a good girl: Written response and clues to the teaching/learning process (Center for the Study of Writing Technical Report No. 3). Berkeley, CA: National Writing Project.
47. van de Ven, P.-H. (1996). Moedertaalonderwijs: Interpretaties in retoriek en praktijk, heden en verleden, binnen- en buitenland [Mother tongue education: Interpretations in rhetorics and practice, present and past]. Groningen, the Netherlands: Wolters-Noordhoff.
48. Witte, S. (1992). Context, text, intertext: Toward a constructivist semiotic of writing. Written Communication, 9, 237-308.
49. Ziehe, T. (1975). Pubertät und Narzissismus [Puberty and narcissism]. Frankfurt, Germany: EVA.