Skip to content

Developing motivation to write

by Roger Bruning, Christy Horn
Educational Psychologist ()
Get full text at journal

Abstract

This article draws from discussions that have been taking place over the last 20 years concerning the interplay of social contextual research and theory and knowledge about writing development. Beginning with a survey of these academic discussions and then detailing what this theory suggests through an examination of the academic literature and classroom examples, the article suggests that writing development is (a) reflective of social historical contexts, (b) variable across local contexts, (c) reflective of classroom curriculum and pedagogy, (d) shaped by social interactions, (e) tied to social identities, and (f) conceptualized as a nonlinear process. It then argues that a social contextual stance on writing development shifts perspective not away from the individual writer and the individual product, but toward seeing that writer and text in multiple contexts that complicate our understanding of writing process.

Cite this document (BETA)

Readership Statistics

84 Readers on Mendeley
by Discipline
 
61% Social Sciences
 
19% Psychology
 
8% Linguistics
by Academic Status
 
30% Student > Ph. D. Student
 
23% Student > Master
 
15% Student > Doctoral Student
by Country
 
11% United States
 
2% Canada
 
1% Switzerland

Sign up today - FREE

Mendeley saves you time finding and organizing research. Learn more

  • All your research in one place
  • Add and import papers easily
  • Access it anywhere, anytime

Start using Mendeley in seconds!

Sign up & Download

Already have an account? Sign in