The aim of this volume is to bring together contributions from international research on writing and motivation. It not only addresses the basic question of how motivation to write can be fostered, but also provides analyses of conceptual and theoretical issues at the intersection of the topics of motivation and writing. What emerges from the various chapters is that the motivational aspects of writing represent a rich, productive and partially still unexplored research field. This volume is a step in the direction of a more systematic analysis of the problems as well as an effort to present and compare various models, perspectives and methods of motivation and writing. It addresses the implications of writing instruction based on the 2 main approaches to writing research: cognitive and socio-cultural. It provides systematic analysis of the various models, perspectives, and methods of motivation and writing. It brings together the international research available in this burgeoning field
The multiple meanings of motivation to write / Pietro Boscolo, Suzanne Hidi -- Why write? A consideration of rhetorical purpose / Nancy Nelson -- The wholetheme window of dynamic motivation in writing to learn critical thinking: a multiple-source perspective / Asghar Iran-Nejad, Jason Brian Watts, Gopakumar Venugopalan, Yuejin Xu -- A writer's discipline: the development of self-regulatory skill / Barry J. Zimmerman, Anastasia Kitsantas -- Writing on an interesting topic: Does writing foster interest? / Pietro Boscolo, Laura Del Favero, Michele Borghetto -- Motivations for ESL writing improvement in pre-university contexts / Alister Cumming, Tao-Young Kim, Kéanré B. Eouanzoui -- "Putting things into words": the development of 12-15-year-old students' interest for writing / Rebecca L. Lipstein, K. Ann Renninger -- Writing self-efficacy and its relation to gender, writing motivation and writing competence: a developmental perspective / Frank Pajares, Gio Valiante, Yuk Fai Cheong -- Mark Twain's writers' workshop: a nature-nurture perspective for motivating students with learning disabilities to compose / Virginia W. Berninger, Suzanne Hidi -- Fostering students' willingness and interest in argumentative writing: an intervention study / Bianca De Bernardi, Emanuela Antolini -- The role of interest and self-efficacy in science-related expository writing / Suzanne Hidi, Mary Ainley, Dagmar Berndorff, Laura Del Favero -- Observational learning through video-based models: impact on students' accuracy of self-efficacy beliefs, task knowledge and writing performances / Mariet Raedts, Gert Rijlaarsdam, Luuk van Waes, Frans Daems -- The role of literate communities in the development of children's interest in writing / Susan Bobbitt Nolen -- A cross-case study of writing motivation as empowerment / Penny Oldfather, Cyndie Hynd Shanahan
ch. 1. Academic and scientific texts : the same or different communities? / David R. Russell, Viviana Cortes -- ch. 2. Academic enculturation : developing literate practices and disciplinary identities / Paul Prior, Rebecca Bilbro -- ch. 3. Academic writing and authorial voice / Nancy Nelson, Montserrat Castelló -- ch. 4. Undergraduate students' conceptions and beliefs about academic writing / Mar Mateos, Isabel Solé -- ch. 5. Students' and tutors' understanding of 'new' academic literacy practices / Anna Robinson-Pant, Brian Street -- ch. 6. New genres in the academy : issues of practice, meaning making and identity / Mary R. Lea -- ch. 7. Enunciative strategies and expertise levels in academic writing : how do writers manage point of view and sources? / Fanny Rinck, Françoise Boch -- ch. 8. Academic writing activity : student writing in transition / Isabelle Delcambre, Christiane Donahue -- ch. 9. Writing cultures and genres in European higher education / Madalina Chitez, Otto Kruse -- ch. 10. Texts as artifacts-in-activity : developing authorial identity and academic voice in writing academic research papers / Montserrat Castelló, Anna Iñesta -- ch. 11. Multivoiced classrooms in higher education academic writing / Olga Dysthe -- ch. 12. Helping doctoral students of education to face writing and emotional challenges in identity transition / Paula Carlino -- ch. 13. Facilitated immersion at a distance in second language scientific writing / Charles Bazerman, Nancy Keranen, Fátima Encinas Prudencio
University Writing: Selves and Texts in Academic Societies examines new trends in the different theoretical perspectives (cognitive, social and cultural) and derived practices in the activity of writing in higher education. These perspectives are analyzed on the basis of their conceptualization of the object academic and scientific writing; of the writers -- their identities, attitudes and perspectives, be it students, teachers or researchers; and of the derived instructional practices -- the ways in which the teaching-learning situations may be organized. The volume samples writing research traditions and perspectives both in Europe and the United States, working on their situated nature and avoiding easy or superficial comparisons in order to enlarge our understanding of common problems and some emerging possibilities. In addition, the volume promotes a dialogue between these perspectives and traditions and, by addressing the identified needs and unsolved questions, bridges gaps and move forward in our knowledge regarding academic writing activities in higher education settings. University Writing: Selves and Texts in Academic Societies is addressed to researchers, advanced students and those academics interested in learning about European and North-American writing research traditions in dialogue and about how to take the individual and social perspectives in writing into account
