Practice in Writing: The Necessity of Theorizing and Doing

Session Submission Type: Roundtable Session

Abstract

The symposium addresses the conference theme that “knowing” is not enough. The presenters and discussant, from 5 different countries, will argue that a principled understanding of major theoretical concepts in writing instruction is necessary in order to engage effectively in practice. The papers will illustrate the significance of the following concepts: writing as social practice, identity, and communities of practice. Knowledge of pedagogical routines, writing recipes and programs fail to offer education professionals solutions to challenges of practice, whereas an understanding of underpinning theoretical principles nurtures flexibility and adaptive expertise.

Sub Unit

• Division C - Learning and Instruction / Section 1: Reading, Writing, and Language Arts

Chair

• Paul F. Conway, University College Cork

Papers

• A Sociocultural (Re)Interpretation of Literacy Teaching Effectiveness Studies - Kathy Hall, University College Cork

• Shaping Teachers’ Understandings in Writing Through Repertoires of Practice - Judy M. Parr, University of Auckland

• Teaching Writing: Reconciling Policy and Pedagogy - Sue Ellis, University of Strathclyde

• The Discoursal Identities of Teacher-Writers - Teresa Cremin, The Open University