Chapter 7. Beyond writing as language learning or content learning

The chapter argues that one way to advance the L2 writing agenda is to conceptualize learning-to-write and writing-to-learn as inseparable. The paper draws on Systemic Functional Linguistics (SFL) as developed by Halliday for its conceptual and analytical apparatus. In particular, it highlights the construct of grammatical metaphor (GM) to elucidate how L2 writers can develop advanced L2 textual abilities. To illustrate evolving ways of knowing through languaging, the paper presents a single-case study of a curriculum-embedded task of summary writing at the early advanced stage of learning L2 German. Through diverse forms of GM use the writer is able to capture the multivoicedness 
of the source text and recreate it in the multivoicedness of her own authoritative summary.

Published online: 05 October 2011
https://doi.org/10.1075/lllt.31.11byr