| Abstract: | The overriding aim of my research project on the writing of tertiary college pupils is to follow the development of their written skills over a three-year period. My starting point is to be found in the conditions which different, official documents and day-to-day school work create for the pupils in the development of their writing and reading. Within this context I intend to apply a method of reading compositions which emanates from a process-oriented way of teaching writing, whereby reader response is given at several stages during the writing process itself.
In this paper I present a first study of my reading of two compositions written by two girls at the end of their first term of a vocational training programme.
My analysis is based on a holistic approach to pupils and their texts. The concepts of writing ability and writing development are described in the interplay between linguistic and non-linguistic factors. The central qualitative concepts in this initial analysis of pupil compositions are roles, frames or schemas and "relief", which focus on the interaction between writer/pupil, reader/teacher, text creation and text. |
Ph.D., Lic. Theses
