Chapter 7 Underlying beliefs about writing and teaching writing in Germany
Assumptions about good writing and teaching writing have undergone various changes during the last century. This chapter summarises relevant changes in Germany's approaches to teaching writing and then uncovers underlying values and beliefs about writing in current German policy documents by focusin...
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| Κύριοι συγγραφείς: | , , |
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| Μορφή: | Online |
| Γλώσσα: | Αγγλικά |
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Taylor & Francis
2021
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| Διαθέσιμο Online: | https://library.oapen.org/handle/20.500.12657/49599 |
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| _version_ | 1869516425102622720 |
|---|---|
| author | Müller, Nora Lindefjeld, Katharina Busse, Vera |
| author_browse | Busse, Vera Lindefjeld, Katharina Müller, Nora |
| author_facet | Müller, Nora Lindefjeld, Katharina Busse, Vera |
| author_sort | Müller, Nora |
| collection | Directory of Open Access Books |
| description | Assumptions about good writing and teaching writing have undergone various changes during the last century. This chapter summarises relevant changes in Germany's approaches to teaching writing and then uncovers underlying values and beliefs about writing in current German policy documents by focusing on Hauptschule Year 9, where students can achieve the first general education qualification that entitles apprenticeship admission. In particular, we analyse national Educational Standards and a sample of federal Curricula by drawing on discourses of writing (DoW) and learning to write outlined by Ivanič (2004). Although there are clear variations among federal states, a common denominator is the dominance of the genre and skills discourses. At the same time, there is a lack of consistent references to discourses relating to process-oriented writing and creativity. The sociopolitical and social practices DoW are completely absent. We show that the focus on genre and skills can partly be explained by Germany's educational legacy but also by the growing emphasis on output orientation in educational policy documents, which is accompanied by writing assessments focused on aspects of literacy that are easier to evaluate (e.g., reading and orthography). We argue that policy documents need to be more closely connected to values and beliefs of what constitutes good writing by current writing scholars. |
| format | Online |
| id | doab-20.500.12854ir-70861 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | Taylor & Francis |
| publisherStr | Taylor & Francis |
| record_format | ojs |
| spelling | doab-20.500.12854ir-708612025-08-13T14:12:11Z Chapter 7 Underlying beliefs about writing and teaching writing in Germany Müller, Nora Lindefjeld, Katharina Busse, Vera writing studies, writing development, cross-national writing research, school writing, curricular analysis, curriculum, assessment tools, national education thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education Assumptions about good writing and teaching writing have undergone various changes during the last century. This chapter summarises relevant changes in Germany's approaches to teaching writing and then uncovers underlying values and beliefs about writing in current German policy documents by focusing on Hauptschule Year 9, where students can achieve the first general education qualification that entitles apprenticeship admission. In particular, we analyse national Educational Standards and a sample of federal Curricula by drawing on discourses of writing (DoW) and learning to write outlined by Ivanič (2004). Although there are clear variations among federal states, a common denominator is the dominance of the genre and skills discourses. At the same time, there is a lack of consistent references to discourses relating to process-oriented writing and creativity. The sociopolitical and social practices DoW are completely absent. We show that the focus on genre and skills can partly be explained by Germany's educational legacy but also by the growing emphasis on output orientation in educational policy documents, which is accompanied by writing assessments focused on aspects of literacy that are easier to evaluate (e.g., reading and orthography). We argue that policy documents need to be more closely connected to values and beliefs of what constitutes good writing by current writing scholars. 2021-06-17T08:16:42Z 2021 chapter https://library.oapen.org/handle/20.500.12657/49599 9780367508142 9780367508166 https://directory.doabooks.org/handle/20.500.12854/70861 eng open access image/png image/jpeg image/jpeg Attribution-NonCommercial-NoDerivatives 4.0 International Attribution-NonCommercial-NoDerivatives 4.0 International Attribution-NonCommercial-NoDerivatives 4.0 International https://library.oapen.org/bitstream/20.500.12657/49599/1/9781003051404_oachapter7.pdf https://library.oapen.org/bitstream/20.500.12657/49599/1/9781003051404_oachapter7.pdf https://library.oapen.org/bitstream/20.500.12657/49599/1/9781003051404_oachapter7.pdf Taylor & Francis Routledge fa69b019-f4ee-4979-8d42-c6b6c476b5f0 International Perspectives on Writing Curricula and Development 9780367508142 9780367508166 Routledge 25 open access |
| spellingShingle | writing studies, writing development, cross-national writing research, school writing, curricular analysis, curriculum, assessment tools, national education thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education Müller, Nora Lindefjeld, Katharina Busse, Vera Chapter 7 Underlying beliefs about writing and teaching writing in Germany |
| title | Chapter 7 Underlying beliefs about writing and teaching writing in Germany |
| title_full | Chapter 7 Underlying beliefs about writing and teaching writing in Germany |
| title_fullStr | Chapter 7 Underlying beliefs about writing and teaching writing in Germany |
| title_full_unstemmed | Chapter 7 Underlying beliefs about writing and teaching writing in Germany |
| title_short | Chapter 7 Underlying beliefs about writing and teaching writing in Germany |
| title_sort | chapter 7 underlying beliefs about writing and teaching writing in germany |
| topic | writing studies, writing development, cross-national writing research, school writing, curricular analysis, curriculum, assessment tools, national education thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education |
| topic_facet | writing studies, writing development, cross-national writing research, school writing, curricular analysis, curriculum, assessment tools, national education thema EDItEUR::J Society and Social Sciences::JN Education thema EDItEUR::J Society and Social Sciences::JN Education |
| url | https://library.oapen.org/handle/20.500.12657/49599 |
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