The Activity of Writing/the Writing of Activity
A Special Issue of Mind, Culture, and Activity
Seiten
1998
Lawrence Erlbaum Associates Inc (Verlag)
978-0-8058-9849-1 (ISBN)
Lawrence Erlbaum Associates Inc (Verlag)
978-0-8058-9849-1 (ISBN)
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The articles in this special issue provide evidence that the study of writing-in-activity is on its way. They assert that a vigorous investigation of writing practices has been spurred wherein writers, readers and texts are seen as part of complex, social, discursive systems.
Writing has long held fascination for cultural-historical activity theorists. Until recently, however, the study of high-level literacy among adults in relation to their activities has received little attention. The articles in this special issue provide evidence that the study of writing-in-activity is well on its way. It begins by recounting that the teaching of writing at the university has in recent years spurred a vigorous investigation of the writing practices that pervade the academy, the professions, and all the institutions of modern society which depend on the technology of writing. This investigation is distinctive from literacy approaches to written texts because it has turned from primary attention to the language of the text or even the creative processes of the authors to the cultural-historical activities that the texts mediate. Writers, readers, and texts are seen as part of complex, social, discursive systems, and the activity of text and author are understood in relation to multi-dimensional genres, extending in time and space through the mediation of material inscriptions.
As the intellectual, professional, and cultural forms of work mediated by writing are often counted among the most developed of human accomplishments -- accomplishments that create and transform the social sphere in which we grow up and live -- the study of writing within complex systems of interaction then becomes a site for the study of higher cognitive functions, in the Vygotskian tradition. The study of the organized, situated practices of writing that people come to participate in can tell us much about the enactment of power and influence in the modern world as well as about the formation of the collective and individual minds that inhabit this modern world. The editors hope that this special issue will make evident how useful the study of writing can be for developing activity theory.
Writing has long held fascination for cultural-historical activity theorists. Until recently, however, the study of high-level literacy among adults in relation to their activities has received little attention. The articles in this special issue provide evidence that the study of writing-in-activity is well on its way. It begins by recounting that the teaching of writing at the university has in recent years spurred a vigorous investigation of the writing practices that pervade the academy, the professions, and all the institutions of modern society which depend on the technology of writing. This investigation is distinctive from literacy approaches to written texts because it has turned from primary attention to the language of the text or even the creative processes of the authors to the cultural-historical activities that the texts mediate. Writers, readers, and texts are seen as part of complex, social, discursive systems, and the activity of text and author are understood in relation to multi-dimensional genres, extending in time and space through the mediation of material inscriptions.
As the intellectual, professional, and cultural forms of work mediated by writing are often counted among the most developed of human accomplishments -- accomplishments that create and transform the social sphere in which we grow up and live -- the study of writing within complex systems of interaction then becomes a site for the study of higher cognitive functions, in the Vygotskian tradition. The study of the organized, situated practices of writing that people come to participate in can tell us much about the enactment of power and influence in the modern world as well as about the formation of the collective and individual minds that inhabit this modern world. The editors hope that this special issue will make evident how useful the study of writing can be for developing activity theory.
Volume 4, Number 4, 1997
Contents: D.R. Russell, Writing and Genre in Higher Education and Workplaces: A Review of Studies That Use Cultural-Historical Activity Theory. A. Freedman, G. Smart, Navigating the Current of Economic Policy: Writing Genres and the Distribution of Cognitive Work at a Financial Institution. C. Berkenkotter, D. Ravotas, Genre as Tool in the Transmission of Practice Over Time and Across Professional Boundaries. P. Prior, Literate Activity and Disciplinartity: The Heterogeneous (Re)production of American Studies Around a Graduate Seminar. C. Bazerman, Discursively Structured Activities.
| Erscheint lt. Verlag | 10.7.2007 |
|---|---|
| Verlagsort | Mahwah |
| Sprache | englisch |
| Themenwelt | Geschichte ► Hilfswissenschaften ► Paläografie |
| Geisteswissenschaften ► Psychologie ► Allgemeine Psychologie | |
| Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie | |
| Geisteswissenschaften ► Psychologie ► Verhaltenstherapie | |
| Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Sprachwissenschaft | |
| ISBN-10 | 0-8058-9849-2 / 0805898492 |
| ISBN-13 | 978-0-8058-9849-1 / 9780805898491 |
| Zustand | Neuware |
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