Mapping Long-Term Writing Experiences: Operationalizing the Writing Development Model for the Study of Persons, Processes, Contexts, and Time

Autor/inn/en	Driscoll, Dana Lynn; Zhang, Jing
Titel	Mapping Long-Term Writing Experiences: Operationalizing the Writing Development Model for the Study of Persons, Processes, Contexts, and Time
Quelle	In: Composition Forum, 48 (2022) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7502
Schlagwörter	Writing (Composition); Writing Skills; Individual Development; Individual Characteristics; Context Effect; Socioeconomic Influences; Cultural Influences; Metacognition; Undergraduate Study; Work Environment; Medical Education + Suchen Sie Ihr Suchwort? Schreibübung; Writing skill; Schreibfertigkeit; Individuelle Entwicklung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Sozioökonomischer Faktor; Cultural influence; Kultureinfluss; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Grundstudium; Arbeitsmilieu; Medizinische Ausbildung
Abstract	Drawing upon nine years of qualitative data, including a collection of writing samples and yearly interviews, this study seeks to articulate a model of long-term writing development that can be adapted for a wide range of research and teaching purposes. The model is adapted from Bronfenbrenner and Morris's Bioecological model of human development and draws upon key works by writing transfer scholars, longitudinal researchers, and the work in lifespan development. The model identifies the critical interplay of ecologies of writing specifically through the intersection of Person characteristics (e.g., Identities, Dispositions, and Resources) with Key Events over Time, nested in particular writing Contexts. We specifically focus on the way that various Person characteristics (including sociocultural, sociolinguistic, and socioeconomic), drastically shape writing development over Time, particularly as they are mediated by the Salience of the specific Writing Event and a writer's metacognitive awareness. Through case studies, we trace two writers' long-term development across nine years, spanning their undergraduate degrees, internship and workplace contexts, and for one writer, experiences in medical school contexts. With a model that can be applied to a variety of research and teaching contexts to better understand learners' writing development, we argue that Person characteristics--mediated by Salience and Metacognition and working together with Key Events, Contexts, and Time--substantially shape long-term outcomes for writing and learning. Through this robust model, we offer methodological and pedagogical implications. (As Provided).
Anmerkungen	Association of Teachers of Advanced Composition. e-mail: cf@compositionforum.com; Web site: http://compositionforum.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01