Towards a model of poetry writing development as a socially contextualised process.
Journal of Writing Research earli | contact
 
journal description
aims and scope
themes
open access
editorial board
current issue
back issues
early view
special issue
most downloaded
peer review policy
abstracting/indexing
award
related websites
contact

Abstract

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

Anthony Wilson and Sue Dymoke (2017)
Journal of Writing Research, 9(2), 127-150

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.

PDF | doi: 10.17239/jowr-2017.09.02.02

Export citation: EndNote | BibTeX

For readers
free subscription
alert service
full text
For authors
guide for authors
submit article
For reviewers
guide for reviewers
submit review
Repository login
home contact