Published: 2001-01-25
ISBN:
ISSN: 1650-3686 (print), 1650-3740 (online)
The overriding aim of my research project on the writing of tertiary college pupils is to follow the development of their written skills over a three-year period. My starting point is to be found in the conditions which different; official documents and day-to-day school work create for the pupils in the development of their writing and reading. Within this context I intend to apply a method of reading compositions which emanates from a process-oriented way of teaching writing; whereby reader response is given at several stages during the writing process itself.
In this paper I present a first study of my reading of two compositions written by two girls at the end of their first term of a vocational training programme.
My analysis is based on a holistic approach to pupils and their texts. The concepts of writing ability and writing development are described in the interplay between linguistic and non-linguistic factors. The central qualitative concepts in this initial analysis of pupil compositions are roles; frames or schemas and "relief"; which focus on the interaction between writer/pupil; reader/teacher; text creation and text.
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