TY - CHAP
T1 - Writers in Community Model
T2 - 15 Recommendations for Future Research in Using Writing to Promote Science Learning
AU - Graham, Steve
N1 - Publisher Copyright:
© 2019, Springer Nature Switzerland AG.
Copyright:
Copyright 2021 Elsevier B.V., All rights reserved.
PY - 2019
Y1 - 2019
N2 - Graham (A writer(s) within community model of writing. In Bazerman C, Berninger V, Brandt D, Graham S, Langer J, Murphy S, Matsuda P, Rowe D, Schleppegrell M (eds) The lifespan development of writing. National Council of Teachers of English, Urbana, pp 271–335, 2018) developed a writer(s) in context model to explain writing and its development. The central component of the model is the writing community in which writing takes place. A writing community includes the following components: purpose, writing tools, members (writers, audience), actions, social and physical context, collective history, and the writing task(s). These features drive, shape, and constrain the act of writing within each writing community. The task of writing is further constrained by what members of the writing community bring to the task of writing, including varying levels of knowledges and beliefs, facility in managing and regulating the act of writing, and mastery of basic writing processes. This chapter examines the implications of this model in terms of promoting quality learning in school science through the use of writing as a means for promoting student science learning. This includes establishing an agenda of research in writing to learn in science based on the person in context model presented here.
AB - Graham (A writer(s) within community model of writing. In Bazerman C, Berninger V, Brandt D, Graham S, Langer J, Murphy S, Matsuda P, Rowe D, Schleppegrell M (eds) The lifespan development of writing. National Council of Teachers of English, Urbana, pp 271–335, 2018) developed a writer(s) in context model to explain writing and its development. The central component of the model is the writing community in which writing takes place. A writing community includes the following components: purpose, writing tools, members (writers, audience), actions, social and physical context, collective history, and the writing task(s). These features drive, shape, and constrain the act of writing within each writing community. The task of writing is further constrained by what members of the writing community bring to the task of writing, including varying levels of knowledges and beliefs, facility in managing and regulating the act of writing, and mastery of basic writing processes. This chapter examines the implications of this model in terms of promoting quality learning in school science through the use of writing as a means for promoting student science learning. This includes establishing an agenda of research in writing to learn in science based on the person in context model presented here.
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U2 - 10.1007/978-3-030-24013-4_4
DO - 10.1007/978-3-030-24013-4_4
M3 - Chapter
AN - SCOPUS:85091714871
T3 - Contemporary Trends and Issues in Science Education
SP - 43
EP - 60
BT - Contemporary Trends and Issues in Science Education
PB - Springer Science and Business Media B.V.
ER -