Center on English Learning & Achievement
Children's writing: How textual forms, contextual forces, and textual politics co-emerge.
Kamberelis, G., and L. de la Luna, L. (2003).
In this chapter the researchers focus on the writing
practices and products of relatively young children (preschool through grade
5), arguing for the importance of taking a multi-dimensional and situated
approach to understanding and interpreting children's writing.The analyses and arguments are thus grounded
in a theoretical orientation to writing that might be called
psycho-linguistic-social-cultural-historical. Given this orientation, the approach to analyzing and understanding
children’s writing is organized around three co-constitutive dimensions: a) text, the formal semiotic features of writing products, (b) contexts,
the forces (both proximal and
distal) that exert effects on writing practices and products, and (c) politics,
thesituated power relations
involved in writing.
The Center on English Learning and Achievement