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dc.contributor.authorLocke, Terry
dc.contributor.authorMyhill, Debra
dc.date.accessioned2009-11-26T01:52:09Z
dc.date.available2009-11-26T01:52:09Z
dc.date.issued2007
dc.identifier.citationLocke, T. & Myhill, D. (2007). Editorial: Composition in the English/literacy classroom, English Teaching: Practice and Critique, 6(1), 1-10.en
dc.identifier.issn1175-8708
dc.identifier.urihttps://hdl.handle.net/10289/3416
dc.description.abstractThe act of writing is a complex task. About that, there is almost complete agreement, whether you are a psychologist, a linguist, a socio-cultural theorist, a teacher, or a student battling with an assignment deadline and a blank page. For the emergent writer in the infant classroom, the challenge of communicating in writing is compounded by the sheer effort of transcription – remembering to put spaces between words, shaping upper and lower case letters, marking sentence boundaries with full stops, and representing words in your head as accurately spelled sequences of letters on the page. For the older writer, the complexity persists, though the challenges change. Although transcribing text onto paper or screen may be less effortful, understanding the expectations of the writing task and imagining the needs of the (implied) reader create different obstacles to effortless composition.en
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherUniversity of Waikatoen_NZ
dc.relation.urihttp://edlinked.soe.waikato.ac.nz/research/files/etpc/files/2007v6n1ed.pdfen
dc.rightsThis article has been published in the journal: English Teaching: Practice and Critique. Used with permission.en
dc.subjectwritingen
dc.subjectliteracyen
dc.subjectteachingen
dc.subjecteducationen
dc.titleEditorial: Composition in the English/literacy classroomen
dc.typeJournal Articleen
dc.relation.isPartOfEnglish Teaching: Practice and Critiqueen_NZ
pubs.begin-page1en_NZ
pubs.elements-id32508
pubs.end-page10en_NZ
pubs.issue1en_NZ
pubs.volume6en_NZ


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