Struggles for Perspective: A Commentary on ""One Story of Many to Be Told": Following Empirical Studies of College and Adult Writing through 100 Years of NCTE Journals"

Autor/in	Brandt, Deborah
Titel	Struggles for Perspective: A Commentary on ""One Story of Many to Be Told": Following Empirical Studies of College and Adult Writing through 100 Years of NCTE Journals"
Quelle	In: Research in the Teaching of English, 46 (2011) 2, S.210-214 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-527X
Schlagwörter	Stellungnahme; College Students; Adults; Writing (Composition); Literature Reviews; Literacy; Educational Research; Time Perspective; Context Effect; Audiences; Researchers + Suchen Sie Ihr Suchwort? Collegestudent; Schreibübung; Alphabetisierung; Schreib- und Lesefähigkeit; Bildungsforschung; Pädagogische Forschung; Zeitbezug; Spectator; Zuschauer; Researcher; Forscher
Abstract	In this article, the author comments on Kevin Roozen and Karen Lunsford's insightful examination of empirical studies of college and adult writing published in NCTE journals over the last 100 years. One sees in their account the struggles for perspective that marked writing studies in this period, as researchers applied ever wider lenses to the questions of who writes, where, and how, even as a proliferating set of professional journals was narrowing the audiences for this research. Of course, as scholars were adjusting the frames and scenes of investigation, writing itself was on the move, insinuating itself ever more broadly and deeply into people's work and social lives and migrating into digital environments. Trying to study a phenomenon undergoing such rapid shifts in form and status makes such struggles for perspective ongoing and irresolvable. Roozen and Lunsford astutely note that perspectives on writing have grown wider, deeper, and more sophisticated in recent years. The author closes this commentary by observing that the move to understand the development of a field through its publications is a time-honored undertaking. The essay by Roozen and Lunsford shows how valuable such an undertaking can be, the rich insights it can yield. But what is less available through this perspective is the cumulative effect that NCTE journals have had on their readers over time--how the studies reviewed made their way (or did not) into the thinking and practices of NCTE members, in their roles as researchers, teachers, WPAs and as writers. (Contains 2 notes.) (ERIC).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10