Critical analysis of didactical principles for writing instruction
Submitted by:
Jens Jørgen Hansen
Abstract:
Keywords: design principles, writing instruction, literacy theory
This study is based on a design-based research project with the aim to develop design principles (Fidalgo et all, 2018) for writing instructions for primary and secondary schools (Hansen 2018). The research question is to determine what theoretical view of literacy different design principles are based on? The theoretical framework is literacy theory with three discourses of writing instruction (Ivanič, 2004): 1) as a multimodal approach where writing is a rhetorical purpose-oriented organization of semiotic resources, 2) as a cognitive approach, where writing is a process based on different writing strategies and 3) writing as sociocultural approach where writing is embedded in a social practice with experiments with writing roles and identity. Data is constructed through analysis of research literature and the various suggestions for design principles that serve as guidelines for good writing instruction. E.g. Smidt (2017) presents 10 theses for good writing education in order to develop the students' writing development. Dombey (2013) also presents 10 principles that can guide writing teachers for the development of good writing. Olinghouse & Wilson (2012) appoints 7 skills that should be at the center of teaching with a focus on developing students' writing. Burnett and Merchant (2015) point out how new principles are linked to the emergence of new digital technologies and point to 9 principles that need to leverage digital resources for richer, differentiated, and flexible writing. Graham & Perin (2007) collects in a meta-analysis 15 elements that help to develop students' writing. Bazerman (2015) presents 8 principles that can support students' writing development. Andrews & Smith (2011) points to 6 principles that good writing education should focus on.
Methodologically, the project linked to the literature review (Randolph 2009) and analyzes in relation to the three above-mentioned approaches. The study will provide a critical perspective on the concept of design principles and their more or less reflected basis in a particular literacy tradition (Sturdy 2015) and learning vision.
The results of the study point at the importance of developing a critical approach to design principle. Design principles are not just practical and neutral guidelines for managing and developing a classroom practice but are rooted in a certain literacy theory with certain norms for learning and teaching writing.
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Smidt, J. (2017). Ti teser om skrivning i alle fag. In J. Smidt, R. Solheim, & A. J. Aasen (Eds.), På sporet af god skriveundervisning : en bog for lærere i alle fag (pp. 284 sider). Kbh.: Nota.