Shared Territory: Understanding Children's Writing as WorksOxford University Press, 14 nov. 1991 - 240 pages This book brings together Patricia F. Carini's concept of the developing child as a "maker of works" and M.M. Bakhtin's theory of language as "hero" to re-examine how we have defined and researched early written language development. Through a collection of five essays and a documentary account of one young writer, Himley explores fundamental questions about development, language use and learning, and phenomenological reading or description as a possible interpretive methodology in education and research. She demonstrates how to understand writing as the complex semiotic authoring of self and culture enacted through actual moments of concrete language use. |
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Page 4
... because it offers a richer understanding of the complexity of becoming a writer , and because it participates in arguments for restoring the possibility of human agency and singularity in a postmodern world . If language use 4 Introduction.
... because it offers a richer understanding of the complexity of becoming a writer , and because it participates in arguments for restoring the possibility of human agency and singularity in a postmodern world . If language use 4 Introduction.
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... human mind , as artifacts of child - culture interactions , all attesting to the fundamental human impulse to make , build , and narrate our lives . Carini uses the term works not to suggest that we all enact some kind of creative or ...
... human mind , as artifacts of child - culture interactions , all attesting to the fundamental human impulse to make , build , and narrate our lives . Carini uses the term works not to suggest that we all enact some kind of creative or ...
Page 18
... human effort to create meaning and order in the world of human experience . Interest and the active pursuit and extension of interest are at the root of learning . Experience needs not only to be taken in but to be grappled with and ...
... human effort to create meaning and order in the world of human experience . Interest and the active pursuit and extension of interest are at the root of learning . Experience needs not only to be taken in but to be grappled with and ...
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Understanding Children's Writing as Works Margaret Himley. expressive of -- the fundamental human impulse to make meaning in our lives.3 For more than twenty - four years now , Carini and her Prospect colleagues have been collecting ...
Understanding Children's Writing as Works Margaret Himley. expressive of -- the fundamental human impulse to make meaning in our lives.3 For more than twenty - four years now , Carini and her Prospect colleagues have been collecting ...
Page 20
... Human Phenomena ( 1975 ) , The Art of Seeing and the Visibility of the Person ( 1979a ) , and The School Lives of Seven Children : A Five Year Study ( 1982 ) . In addition , I studied at Prospect during the fall of 1987. This chapter ...
... Human Phenomena ( 1975 ) , The Art of Seeing and the Visibility of the Person ( 1979a ) , and The School Lives of Seven Children : A Five Year Study ( 1982 ) . In addition , I studied at Prospect during the fall of 1987. This chapter ...
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Shared Territory: Understanding Children's Writing as Works, Volume 10 Margaret Himley Aucun aperçu disponible - 1991 |
Expressions et termes fréquents
activity actual Bakhtin Caddyshack Carini children's texts children's writing choices cognitive complex concrete constructed context conversation cultural deep talk defined describe Descriptive knowledge developmental developmental psychology documentary account dramatic drawing early writing early written language educational enacted essay example experience expressive fishing focus gestures heteroglossia Himley human individual interaction interest Judith Crist kind knowledge learning to write literacy learning locate logical Marxism Matt Matthew meaning Mike Green move mystery narrative narrator North Bennington object of study observations participants particular patterns person perspective Philosophy of Language possibilities precise private eye Prospect questions readers reflective relationship semiotic sense sentence shared territory social Social Semiotic sociolinguistic space specific Speech Genres story structure student Syracuse University takes teachers textual theory things thought tion topic-comment TV disappeared understanding utterance voices words written language development
Fréquemment cités
Page 97 - The word in language is half someone else's. It becomes 'one's own' only when the speaker populates it with his own intention, his own accent, when he appropriates the word, adapting it to his own semantic and expressive intention.
Page 110 - It is a phenomenon general enough and distinctive enough to suggest that what we are seeing is not just another redrawing of the cultural map — the moving of a few disputed borders, the marking of some more picturesque mountain lakes — but an alteration of the principles of mapping. Something is happening to the way we think about the way we think.
Page 195 - Vygotsky termed this difference between the two levels the zone of proximal development, which he defined as "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers
Page 70 - As a living, socio-ideological concrete thing, as heteroglot opinion, language, for the individual consciousness, lies on the borderline between oneself and the other. The word in language is half someone else's.
Page 106 - In the actual life of speech, every concrete act of understanding is active: it assimilates the word to be understood into its own conceptual system filled with specific objects and emotional expressions, and is indissolubly merged with the response, with a motivated agreement or disagreement.
Page 70 - Each and every word expresses the "one" in relation to the "other." I give myself verbal shape from another's point of view, ultimately, from the point of view of the community to which I belong. A word is a bridge thrown between myself and another. If one end of the bridge depends on me, then the other depends on my addressee. A word is territory shared by both addresser and addressee, by the speaker and his interlocutor.
Page 3 - The authentic environment of an utterance, the environment in which it lives and takes shape, is dialogized heteroglossia, anonymous and social as language, but simultaneously concrete, filled with specific content and accented as an individual utterance.
Page 96 - Each separate utterance is individual, of course, but each sphere in which language is used develops its own relatively stable types of these utterances. These we may call speech genres.
Page 93 - In separating language from speaking we are at the same time separating: (1) what is social from what is individual; and (2) what is essential from what is accessory and more or less accidental.
Page 106 - A meaning only reveals its depths once it has encountered and come into contact with another, foreign meaning: they engage in a kind of dialogue, which surmounts the closedness and one-sidedness of these particular meanings, these cultures.