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Cremin, Teresa; Chamberlain, Liz; Rowe, Deborah and Gardner, Paul
(2023).
Abstract
A collection of four papers.
Becoming a Writer: Preschoolers’ identities as writers
This paper traces the collaboratively produced and refined writing identities and textual intentions of 2- to 5-year-olds’ drawing on longitudinal data. Adult’s named children and their unconventional texts as writers/ing. In response children took increasingly more central roles in shaping the content and social uses of their texts.
Distinctive writers’ voices in public places and spaces
This paper reflects on ways in which young writers’ voices are experienced through public engagement with their writing. Drawing on anonymous writing events captured during COVID-19 lockdowns and published diary extracts written by young women experiencing conflict, the paper examines their sociocultural connections and its impact on the reader.
The Writer’s Voice: sources, loss and reclamation
Drawing on autoethnographic study of the writer, investigations of ‘reluctant writers’ and student-teachers as writers, this paper explores, from a sociocultural perspective, the antecedents of a writer’s voice; how ‘voice’ may be lost in skills-based paradigms, and how it must be reclaimed by student teachers before they become teachers of writing.
Being an Author: Understanding the writer’s craft
Drawing on 63 writer conversations with 9 professional writers who participated in the Craft of Writing project, this paper explores the knowledge about the personal resources and intentions that authors bring to their writing. These include authentic voice, authorial intentions, ownership, drawing on experience, reading and emotional connections.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)
