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Why Writing Matters: Issues of access and identity in writing research and pedagogy (Studies in Written Language and Literacy) By Awena Carter, Theresa Lillis, Sue Parkin

This book brings together the work of scholars from around the world – UK, Pakistan, US, South Africa, Hungary, Korea, Mexico – to illustrate and celebrate the many ways in which Roz Ivanic has advanced the academic study of writing. Focusing on writing in different formal contexts of education, from primary through to further and higher education in a range of national contexts, the twenty one original contributions in the book critically engage with theoretical and empirical issues raised in Ivanic’s influential body of work. In their exploration of writers’ struggles with the demands of dominant literacy the authors significantly extend understandings of writing practices in formal institutions. Organized around three themes central to Ivanic’s work – creativity and identity; pedagogy; and research methodologies – the twelve chapters and nine personal and scholarly reflections reveal the powerful ways in which Ivanic’s work has influenced thinking in the field of writing and continues to open up avenues for future questioning and research.

Table of contents

Preface. Roz Ivanic's writing and identity

David Barton

Introduction

Awena Carter

List of contributors

Acknowledgements

List of figures

Part I. Creativity and identity

Reflection 1. Writing a narrative of multiple voices

Courtney B. Cazden

Chapter 1. Writers and meaning making in the context of online learning

Mary R. Lea

Chapter 2. 'Wrighting' a multimodal text.

Sue Parkin

Reflection 2. Identity without identification

James Paul Gee

Chapter 3. Authoring research, plagiarising the self ?

Richard Edwards

Chapter 4. Creativity in academic writing: Escaping from the straitjacket of genre

Mary Hamilton and Kathy Pitt

Reflection 3. Overcoming barriers

Bruce Horner and Min-Zhan Lu

Part II. Pedagogy

Reflection 4. Writing pictures, painting stories with Roz Ivanic

Denny Taylor

Chapter 5. Discourses of learning and teaching: A dyslexic child learning to write

Awena Carter

Chapter 6. Accommodation for success: Korean EFL students' writing practices in personal opinion writing

Younghwa Lee

Reflection 5. Collegiality and collaboration

Karin Tusting

Chapter 7. Advanced EFL students' revision practices throughout their writing process

David Camps

Chapter 8. Reconceptualising student writing: From conformity to heteroglossic complexity.

Mary Scott and Joan Turner

Reflection 6. Roz and critical language studies at Lancaster

Norman Fairclough

Part III. Methodology

Reflection 7. Sharing writing, sharing names

Hilary Janks

Chapter 9. Bringing writers' voices to writing research: Talk around texts

Theresa Lillis

Chapter 10. Listening to children think about punctuation

Nigel Hall and Sue Sing

Reflection 8. Ivanic and the joy of writing

David Russell

Chapter 11. Recontextualising classroom experience in undergraduate writing: An exploration using case study and linguistic analysis

Zsuzsanna Walko

Chapter 12. Researcher identity in the writing of collaborative-action research

Samina Amin Qadir

Reflection 9. An appreciation of Roz Ivanic

Brian Street

Works by Roz Ivanic referred to in this book.

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