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 9
... kind of creative or intellectual genius , but rather to emphasize the process of thinking as a common human enterprise , fundamental to our participation within the world , something we all can and do engage in , young and old alike ...
... kind of creative or intellectual genius , but rather to emphasize the process of thinking as a common human enterprise , fundamental to our participation within the world , something we all can and do engage in , young and old alike ...
Page 10
... kind of private space or entity within the person to a visible activity that we can understand to take place within the border regions , the shared territories , of two realities -- that of the person and that of the world or culture ...
... kind of private space or entity within the person to a visible activity that we can understand to take place within the border regions , the shared territories , of two realities -- that of the person and that of the world or culture ...
Page 12
... kind of Bakhtinian conversation . It turns description into a way of knowing and a research method , as it invites readers to participate in the dramatization of the account and the shared territory of a child's texts and as it defines ...
... kind of Bakhtinian conversation . It turns description into a way of knowing and a research method , as it invites readers to participate in the dramatization of the account and the shared territory of a child's texts and as it defines ...
Page 20
... kind of talk , and an arena of possibilities in which intellectual work occurs and is energized . The Story of ( Everett ) : Valuing and Preferring / Building and Narrating Several sections of this chapter present Patricia F. Carini ...
... kind of talk , and an arena of possibilities in which intellectual work occurs and is energized . The Story of ( Everett ) : Valuing and Preferring / Building and Narrating Several sections of this chapter present Patricia F. Carini ...
Page 21
... kind of theory when he describes the child's relationship to the empirical world and emphasizes how children work , somewhat like little scientists doing experi- ments and generalizing the results into rule and law , to ( re ) discover ...
... kind of theory when he describes the child's relationship to the empirical world and emphasizes how children work , somewhat like little scientists doing experi- ments and generalizing the results into rule and law , to ( re ) discover ...
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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.