Susanne Göpferich

Text Competence and Academic Multiliteracy

From Text Linguistics to Literacy Development
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How can text competence be fostered in a more efficient and effective manner? This is the central question of this book. The topics covered range from text linguistic foundations via text comprehension and comprehensibility to text production, writing skills development and writing in a second or foreign language. Students interested in writing research will be introduced to the pertinent models and theories. Writing instructors, writing centre staff and subject-domain teachers will find guidance on how to improve their assignments and feedback. University administrators and program coordinators can inform themselves about best-practice approaches to writing instruction and support at different levels ranging from individual courses to central support structures.

Wie kann die Entwicklung von Textkompetenz effizienter und effektiver gefördert werden? Das ist die zentrale Fragestellung dieses Buches. Sein Themenspektrum reicht von textlinguistischen Grundlagen, dem Textverstehen und der Bewertung von Textverständlichkeit über Schreibprozesse und die Entwicklung von Schreibkompetenz bis hin zur Schreibdidaktik und dem Schreiben in der Fremdsprache. An Schreibforschung interessierte Studierende sowie Promovierende finden in ihm die einschlägigen Theorien und Modelle zur Fundierung ihrer Projekte. Mit Schreibdidaktik betraute und Fachlehrende sowie Mitarbeiterinnen und Mitarbeiter in Schreibzentren erhalten Orientierung zur Gestaltung von Schreibaufgaben und zum Feedbackgeben. Universitäts- und Studiengangsleitungen informiert das Werk über Best-Practice-Ansätze zur Förderung von Schreibkompetenz auf allen Ebenen vom Einzelkurs bis hin zur Etablierung zentraler Einrichtungen wie Schreibzentren.
This book makes text linguistics fruitful for the development of text competence, i.e., the competence to read, write and learn from texts. Covering a range of topics from text linguistic foundations, text comprehension and comprehensibility assessment via text production processes and writing skills development to writing instruction and multiliteracy, it addresses challenges of the post-Bologna Reform era with its shorter degree programs, a larger student intake in universities and thus more heterogeneous entrance qualifications including writing skills. All of these factors make it necessary to foster students' writing skills development in a more efficient and effective manner. How this can be implemented is the central question of this book. It is among the first to combine the US-American discourse on literacy development with the German discourse and addresses different audiences: Bachelor, master and post-graduate students interested in writing research will be introduced to pertinent theories and models on which their research can be based. Writing instructors, writing centre staff as well as subject-domain teachers will find guidance on how to improve their writing assignments and feedback practices. University administrators and program coordinators can inform themselves about best-practice approaches to writing instruction and support at different levels ranging from individual courses via entire programs to central support structures such as teaching and writing centres.

Introduction: The objective and scope of this book
Part I: Textlinguistic Foundations
1 Basic concepts
1.1 Text linguistics and text
1.2 Textuality
Part II: Text Comprehension and Text Comprehensibility
2 Levels of text processing
2.1 The legibility of texts
2.2 The readability of texts
2.3 Text comprehension as a constructive process
3 Text processing from a cognitive-science perspective
3.1 Propositional models of text processing
3.2 The structure of the human mind
3.3 The model of cyclic processing
3.4 Network models
3.5 Semantic macro-structures
3.6 Schema-theoretical approaches
3.7 The theory of mental models
3.8 Levels of comprehension
3.9 Concluding remarks
4 Text processing from the perspective of instructional psychology
4.1 The Hamburg psychologists’ empirical inductive approach
4.2 Groeben’s theoretical deductive approach
4.3 The Karlsruhe comprehensibility concept
5 Methods of comprehensibility assessment
5.1 Target-group-focused methods of comprehensibility assessment
Part III: Text Production
6 Writing (process) models
6.1 Hayes & Flower’s (1980) writing process model
6.2 Hayes’ (1996) writing process model
6.3 Cooper & Matsuhashi’s (1983) writing process model
6.4 Günther’s (1993) phrase-oriented production system (POPS)
6.5 Bereiter & Scardamalia’s (19987) models of beginners’ and advanced writers’ composing processes
6.6 An instruction-oriented writing process model
7 Writing competence development models
7.1 Writing development stages according to Bereiter (1980)
7.2 Kellogg’s (2008) macro-stages of writing competence development
7.3 McCutchens’ s (1996) capacity theory of writing (development)
7.4 Writing competence development from the perspective of dynamic systems theory
7.5 Academic writing competence development from a corpus-linguistic product-oriented perspective
7.6 Alexander’s (2003) Model of Domain Learning
7.7 The bioecological model of human development and its implications for modelling writing competence development
7.8 Summary
Part IV: Writing Instruction
8 Best-practice approaches to writing instruction
8.1 A theoretical framework for literacy pedagogy: multiliteracies
8.2 Teaching for transfer
8.3 Approaches to writing instruction at the macro-level
8.4 Approaches to writing instruction at the meso-level
8.5 Approaches to writing instruction at the micro-level
8.6 Writing-intensive seminars and the role of the teacher 207
8.7 Assignments for writing courses and writing-intensive seminars
8.8 Giving feedback
Part V: L1 vs. L2 writing
9 Writing in the L1 vs. writing in the L2
9.1 Differences between writing in the L1 and the L2
9.2 Translation into the L2 vs. composing in the L2
9.3 Translation from the L1 as a subprocess of writing in the L2
9.4 An explanatory model of EFL writing ability
9.5 Quality losses in L2 writing and the potential role of translation for writing instruction, text quality improvement and epistemic purposes
9.6 L2 writing pedagogy
Mehr Informationen
Ausgabenart eBook (ePDF)
ISBN 978-3-8233-7934-8
EAN 9783823379348
Bibliographie 1. Auflage
Seiten 321
Format eBook PDF
Ausgabename 16934-2
Verlag Gunter Narr Verlag
Autor Susanne Göpferich
Erscheinungsdatum 28.01.2015