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catalog abstract "Based on five years of close observation of students, writing and collaborative planning -- the practice in which student writers take the roles of planner and supporter to help each other develop a more rhetorically sophisticated writing plan --foremost cognitive composition researcher Linda Flower redefines writing in terms of an interactive social and cognitive process and proposes a convincing and compelling theory of the construction of negotiated meaning. Flower seeks to describe how writers construct meaning. Supported by the emerging body of social and cognitive research in rhetoric, education, and psychology, she portrays meaning making as a literate act and a constructive process. She challenges traditional definitions of literacy, adding to that concept the elements of social literate practices and personal literate acts. In Flowerʹs view, this social cognitive process is a source of tension and conflict among the multiple forces that shape meaning: the social and cultural context, the demands of discourse, and the writerʹs own goals and knowledge. -- Publisher description.".
catalog contributor b5991177.
catalog created "c1994.".
catalog date "1994".
catalog date "c1994.".
catalog dateCopyrighted "c1994.".
catalog description "1. Literate Acts. I. Conversations about Literacy --- II. Competing Images of Literacy --- III. Literacy as Action: Some Emerging Claims --- IV. Forces in Tension Within a Social Cognitive View ---- 2. Constructing Negotiated Meaning. I. How Shall We Imagine Meaning? --- II. Portraits of a Constructive Process --- III. Three Metaphors for How Meaning Is Made: Reproduction, Conversation, and Negotiation --- IV. A Framework for Inquiry into the Construction of Negotiated Meanings ---- 3. Construction as a Metaphor for Meaning Making. I. Exploring the Metaphor of Construction --- II. Social Construction or Social Interaction? ---- 4. Construction Sites: Observations of Meaning Making in Learning, Development, and Literacy. I. Constructive Processes in Learning, Development, and Literacy --- II. Teaching a Constructive Process ---- 5. Collaborative Planning: An Educator's Account of a Constructive Process. I.A Theoretical Framework for Looking at Planning --- II. Collaborative Planning: A Scaffold for Constructing Meaning ---- 6. "Welcome to College": Construction and Negotiation in a Freshman Class. I. Negotiating the Social Context of Learning: "Welcome to College" --- II. Constructing a Representation -- in Collaboration --- III. A Model of the Writer as Learner ---- 7. Strategic Knowledge and the Logic of a Learner. I. Uncovering Hidden Logics --- II. Strategic Knowledge: A Site of Social Cognitive Negotiation ---- 8. Metacognition: A Strategic Response to Thinking. I. The Debate over Metacognition --- II. Representing a Cognitive, Social, and Affective Process ---- 9. Reflection and the Reconstruction of a Literate Practice. I.A Theoretical Case for Working Theories --- II. How Writers Acquire a Literate Practice: Students' Working Theories ---- 10. Coming to Conclusions ---- Appendix: Carter and Jennie's Planning Session.".
catalog description "Based on five years of close observation of students, writing and collaborative planning -- the practice in which student writers take the roles of planner and supporter to help each other develop a more rhetorically sophisticated writing plan --foremost cognitive composition researcher Linda Flower redefines writing in terms of an interactive social and cognitive process and proposes a convincing and compelling theory of the construction of negotiated meaning. Flower seeks to describe how writers construct meaning. Supported by the emerging body of social and cognitive research in rhetoric, education, and psychology, she portrays meaning making as a literate act and a constructive process. She challenges traditional definitions of literacy, adding to that concept the elements of social literate practices and personal literate acts. In Flowerʹs view, this social cognitive process is a source of tension and conflict among the multiple forces that shape meaning: the social and cultural context, the demands of discourse, and the writerʹs own goals and knowledge. -- Publisher description.".
catalog description "Includes bibliographical references (p. 317-329) and index.".
catalog extent "x, 334 p. :".
catalog identifier "0809319004 (cloth)".
catalog identifier "0809319012 (pbk.)".
catalog issued "1994".
catalog issued "c1994.".
catalog language "eng".
catalog publisher "Carbondale : Southern Illinois University Press,".
catalog subject "808/.042/0711 20".
catalog subject "Authorship.".
catalog subject "Meaning (Psychology)".
catalog subject "P301 .F58 1994".
catalog subject "Rhetoric Study and teaching (Higher)".
catalog tableOfContents "1. Literate Acts. I. Conversations about Literacy --- II. Competing Images of Literacy --- III. Literacy as Action: Some Emerging Claims --- IV. Forces in Tension Within a Social Cognitive View ---- 2. Constructing Negotiated Meaning. I. How Shall We Imagine Meaning? --- II. Portraits of a Constructive Process --- III. Three Metaphors for How Meaning Is Made: Reproduction, Conversation, and Negotiation --- IV. A Framework for Inquiry into the Construction of Negotiated Meanings ---- 3. Construction as a Metaphor for Meaning Making. I. Exploring the Metaphor of Construction --- II. Social Construction or Social Interaction? ---- 4. Construction Sites: Observations of Meaning Making in Learning, Development, and Literacy. I. Constructive Processes in Learning, Development, and Literacy --- II. Teaching a Constructive Process ---- 5. Collaborative Planning: An Educator's Account of a Constructive Process. I.A Theoretical Framework for Looking at Planning --- II. Collaborative Planning: A Scaffold for Constructing Meaning ---- 6. "Welcome to College": Construction and Negotiation in a Freshman Class. I. Negotiating the Social Context of Learning: "Welcome to College" --- II. Constructing a Representation -- in Collaboration --- III. A Model of the Writer as Learner ---- 7. Strategic Knowledge and the Logic of a Learner. I. Uncovering Hidden Logics --- II. Strategic Knowledge: A Site of Social Cognitive Negotiation ---- 8. Metacognition: A Strategic Response to Thinking. I. The Debate over Metacognition --- II. Representing a Cognitive, Social, and Affective Process ---- 9. Reflection and the Reconstruction of a Literate Practice. I.A Theoretical Case for Working Theories --- II. How Writers Acquire a Literate Practice: Students' Working Theories ---- 10. Coming to Conclusions ---- Appendix: Carter and Jennie's Planning Session.".
catalog title "The construction of negotiated meaning : a social cognitive theory of writing / Linda Flower.".
catalog type "text".