Theorizing Writing from a Complexity Theory Perspective

• In Event: Navigating Complexity in Literacy Spaces

Abstract

Conceptualizations of writing can inform the understandings and practices of writing educators and others. Current models, however, fall short in integrating research into a cohesive whole. The purpose of this theoretical paper is to leverage ideas central to Complexity Theory to construct a systems-based model of writing that can account for theories and empirical findings across different paradigms of writing, written texts, and writing activity. Implications for teaching and teacher education are explored.

Authors

• Susan D Martin, Retired

• Vicki McQuitty, Towson University