Lifewriting and Text Creation: Developing Response through Autobiographical Writing.

Autor/inn/en	Butler, Sydney J.; Bentley, Roy
Titel	Lifewriting and Text Creation: Developing Response through Autobiographical Writing.
Quelle	(1989), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Autobiographies; Higher Education; Models; Personal Narratives; Reading Writing Relationship; Teaching Methods; Writing Instruction; Writing Skills + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Autobiography; Autobiografie; Autobiographie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Analogiemodell; Erlebniserzählung; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht; Writing skill; Schreibfertigkeit
Abstract	The best way to understand and appreciate the forms and structures of autobiography is through the creation of lifewriting stories--memoirs, portraits, reminiscences, anecdotes, family histories, etc., which provide entry points for exploration in life experiences. Lifewriting texts provide the best point of penetration for the developing reader to come to understand not merely the nature of the autobiographical genre, but also to move towards more developed and sophisticated responses to literature in general. An examination of the research on autobiographical writing can lead to a greater understanding of how writers create the illusion of memory in the creation of a literary "self." In a lifewriting class the move from writing to reading is inevitable. The collaborative mode of composition presents the individual writer with a variety of texts in which other writers have tackled similar methodological questions in regard to getting their life stories down on paper. Initially each participant reads to discover alternative forms of presentation. Within the confines of the lifewriting group the texts that are read, appreciated, and criticized are fairly short and simple texts written by the other members of the group. But the skills and attitudes learned in this situation have a natural carry-over to the reading of more sophisticated life stories and memoirs in published texts. The structure which brings people together to write about their own experiences and share their reading and writing is very close to the type of primary classroom now labeled "whole language." (Thirty-seven references are attached.) (RAE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC