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The SAGE Handbook of Writing Development
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The SAGE Handbook of Writing Development

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616 pages | SAGE Publications Ltd

Writing development is currently the focus of substantial international debate because it is the aspect of literacy education that has been least responsive to central government and state reforms. Teaching approaches in writing have been slower to change than those in teaching reading and pupil attainment in writing has increased at a much more modest rate than pupil attainment in reading.

This Handbook critically examines research and theoretical issues that impact writing development from the early years through to adulthood. It provides those researching or teaching literacy with one of the most academically authoritative and comprehensive works in the field. With expert contributors from across the world, the book represents a detailed and valuable overview of a complex area of study.

 
General Introduction
David R. Olson
The History of Writing
 
INTRODUCTION TO SECTION 1
Denis Alamargot and Michel Fayol
Modelling the Development of Written Composition
David Galbraith
Writing about What We Know: Generating Ideas in Writing
John R. Hayes
From Idea to Text
Lucile Chanquoy
Revision Processes
Triantafillia Kostouli
A Sociocultural Framework: Writing as Social Practice
Jon Smidt
Developing Discourse Roles and Positionings - An Ecological Theory of Writing Development
Hilary Janks
Writing: A Critical Literacy Perspective
Brian V. Street
Multiple Literacies and Multi-literacies
David Rose
Writing As Linguistic Mastery: The Development of Genre-based Literacy Pedagogy
Gunther Kress and Jeff Bezemer
Writing in a Multimodal World of Representation
Terry Locke
Grammar and Writing - The International Debate
Craig Hancock
How Linguistics Can Inform the Teaching of Writing
 
INTRODUCTION TO SECTION 2
Deborah Wells Rowe
Early Written Communication
Anne Haas Dyson
Writing in Childhood Worlds
Judy Parr, Rebecca Jesson and Stuart McNaughton
Agency and Platform: The relationships between talk and writing
Charles Read
Learning to Use Alphabetic Writing
Nigel Hall and Sue Sing
Developing an Understanding of Punctuation
Carol A. Christensen
The Critical Role Handwriting Plays in the Ability to Produce High-Quality Written Text
Pietro Boscolo
Engaging and Motivating Children to Write
Jackie Marsh
Writing and Popular Culture
 
INTRODUCTION TO SECTION 3
Peter Bryant and Terezinha Nunes
Morphemes and Children's Spelling
Richard Hudson
Measuring Maturity
Peter Smagorinsky
The Architecture of Textuality: A Semiotic View of Composing in and out of School
Brenton Doecke and Douglas McClenaghan
The Content of Students' Writing
Anthony Wilson
Creativity and Constraint: Developing as a Writer of Poetry
Debra Myhill
Becoming a Designer: Trajectories of Linguistic Development
Ellen Lavelle
Writing through College: Self-efficacy and Instruction
Brian Huot and Jeff Perry
Toward a New Understanding for Classroom Writing Assessment
Gert Rijlaarsdam, Martine Braaksma, Michel Couzijn, Tanja Janssen, Marleen Kieft, Mariet Raedts, Elke van Steendam, Anne Toorenaar and Huub van den Bergh
The Role of Readers in Writing Development: Writing Students Bringing Their Texts to the Test
 
INTRODUCTION TO SECTION 4
Paul Kei Matsuda, Christina Ortmeier-Hooper and Aya Matsuda
The Expansion of Second Language Writing
Suresh Canagarajah and Maria Jerskey
Meeting the Needs of Advanced Multilingual Writers
Julie Dockrell
Causes of Delays and Difficulties in the Production of Written Text
Doreen Starke-Meyerring
The Contested Materialities of Writing in Digital Environments: Implications for Writing Development
Christina Haas and Chad Wickman
Hypertext and Writing
Marian Sainsbury
Developing Writing in a High-Stakes Environment
Beverly J. Moss
Writing in the Wider Community
Robert Gundlach
Reflections on the Future of Writing Development

'[This book] is a fascinating and varied collection of papers....and would be of interest to anyone who has any involvement with language and how written communication has developed, and how it is influenced by and has an influence on, other factors' - ESCalate

'This book is a great meeting point…between writing researchers of different disciplines and perspectives, between practitioners and researchers, between different stages of writing development, between fluency and difficulties and between history and future. Its broad range of overviews of different topics related to writing development illuminated from different perspectives makes it a fantastic tool for writing researchers, teachers and policy makers alike' - Åsa Wengelin, Lund University, Sweden

'The scope of the book is unprecedented, dealing with writing development from the early years through to secondary and beyond…written by key experts in the field…a wealth of thought-provoking material…In all, this volume represents the most comprehensive and authoritative overview to date of current research, theory and practice - as well as challenges - in the area of writing development' - Beverly Derewianka, Director, Centre for Research in Language and Literacy, University of Wollongong, Australia

Sample Materials & Chapters

Chapter One


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Roger Beard

I taught in primary schools, a college of higher education and at Leeds University before becoming Professor of Primary Education at the Institute of Education, where I was Head of the Department of Early Childhood and Primary Education 2005-2010. My particular interests are literacy and teachereducation. More About Author

Debra Myhill

Jeni Riley

Martin Nystrand

Martin Nystrand (Ph.D., Northwestern University) is LOUISE DURHAM MEAD PROFESSOR OF ENGLISH at the University of Wisconsin-Madison. His research focuses on the dialogic organization of discourse in both writing and classroom discourse. His writing research examines how writing-reader interaction shapes the writer’s writing process and development: The Structure of Written Communication: Studies in Reciprocity Between Writers and Readers (Academic Press, 1986). His classroom discourse research, in collaboration with Adam Gamoran, probes the role of classroom interaction in student learning and was the first empirical study to document the... More About Author

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