Form-function Relations in Narrative Development

How Anna became a writer

| University of Gothenburg
HardboundAvailable
ISBN 9789027200518 | EUR 99.00 | USD 149.00
 
e-Book
ISBN 9789027264251 | EUR 99.00 | USD 149.00
 
This book provides insights into the development toward narrative competence, and illustrates multifaceted patterns in the developing capacity to create globally coherent narrative texts. The methodology draws from both a psycholinguistic approach to narrative development, systemic functional linguistics, and writing pedagogy theory. This book extends previous studies on narrative writing development since it provides a multifaceted window into the progression of narrative development, from elementary school through secondary school and university to life as a professional journalist and writer. It also shows how narrative writing development is related to the cognitive, emotional/psychological and social development of the individual.
[Studies in Narrative, 24]  2018.  xi, 297 pp.
Publishing status: Available
Table of Contents
List of tables
ix–x
Acknowledgements
xi
Chapter 1. Introduction
2–4
Chapter 2. Theoretical framework
6–43
Chapter 3. The present study
46–53
Chapter 4. Pictorial texts
56–70
Chapter 5. Exploration and mimicry
72–106
Chapter 6. Enacting social relations
108–139
Chapter 7. Shaping of a voice
142–183
Chapter 8. Increased fictionality and context sensitivity
186–223
Chapter 9. Towards narrative competence
226–269
Appendix 1. Examples of lexical strings
272–274
Appendix 2
References
277–290
Author index
291–293
Subject index
295
References

References

Achugar, M. & Colombi, M. C.
(2008) Systemic functional linguistic explorations into the longitudinal study of advanced capacities. In L. Ortega & H. Byrnes (Eds.). The longitudinal study of advanced L2 capacities (pp. 36–57). New York and London: Routledge.Google Scholar
Aksu-Koc, A., & Tekdemir, G.
(2004) Interplay between narrativity and mindreading. In S. Strömqvist & L. Verhoeven (Eds.), Relating events in narrative. Typological and contextual perspectives (pp.307–327). New York/London: Psychology Press.Google Scholar
Ambjörnsson, R., Ringby, P., & Åkerman, S.
(1997) Att skriva människan: essäer om biografin som livshistoria och vetenskaplig genre. Stockholm: Carlsson.Google Scholar
Amend, A.
(2003) Dialogue: Talking it up. In A. Steele (Ed.) Writing fiction. A practical guide from New York’s acclaimed Creative Writing School (pp. 126–149). London & New York: A&C Black.Google Scholar
Anderson, C.
(2005) Assessing writers. Portsmouth, NH: Heinemann.Google Scholar
Änggård, E.
(2006) Barn skapar bilder i förskolan. Lund: Studentlitteratur.Google Scholar
Applebee, A. N.
(1978) The child’s concept of story: Ages two to seventeen. Chicago: University of Chicago Press.Google Scholar
Appleyard, J. A.
(1991) Becoming a reader. The experience of fiction from childhood to adulthood. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Ask, S.
(2007) Vägar till ett akademiskt språkbruk. Växjö: Växjö University Press. /diss/.Google Scholar
Bakhtin, M. M.
(1986) The problem of speech genres, and the problem of the text in linguistics, philology, and the human sciences: An experiment in philosophical analysis. In C. Emerson, & M. Holquist (Eds.), Bakhtin: Speech genres and other late essays. Trans. V. McGee. Austin: University of Texas Press.Google Scholar
Bamberg, M.
(1987) The acquisition of narratives. Berlin: Walter de Gruyter. /diss./CrossrefGoogle Scholar
(1991) Narrative activity as perspective-taking: The role of emotionals, negations, and voice in the construction of story realm. Journal of Cognitive Psychoteraphy, 5, 275–290.Google Scholar
(1992) Binding and unfolding. Establishing viewpoint in oral and written discourse. In M. Kohrt & A. Wrobel (Eds.), Schreibprozesse – schreibprodukte: Festschrift fur Gisbert Keseling (pp. 1–24). Hildesheim: Georg Olms Verlag.Google Scholar
(1994) Actions, events, scenes, plots and the drama. Language and the constitution of part-whole relationships. Language Sciences, 16(1), 39–79. CrossrefGoogle Scholar
(1996) Perspective and agency in the construal of narrative events. In A. Stringfellow, D. Cahana-Amitay, E. Hughes & A. Zukowski (Eds.), Proceedings of the 20ht annual Boston conference on language development (Vol. 1, pp. 30–39). Somerville, MA: Cascadilla Press.Google Scholar
(1997) Positioning between structure and performance. Journal of Narrative and Life History, 7 (1–4), 335–342. CrossrefGoogle Scholar
(2004) “We are young, responsible and male”: Form and function of “slut-bashing” in the identity constructions in 15-year-old males. Human Development, 47, 366–369. CrossrefGoogle Scholar
(2009a) Sequencing events in time or sequencing events in storytelling? From cognition to discourse – with frogs paving the way. In J. Guo, E. Lieven, N. Budwig, S. Ervin-Tripp, K. Nakamura & S. Özcaliskan (Eds.), Crosslinguistic approaches to the psychology of Language. Research in the tradition of Dan Isaac Slobin (pp. 127–136). London & New York: Psychology Press.Google Scholar
(2009b) Identity and narration. In P. Huehn, J. Pier, W. Schmid & J. Schoenert (Eds.), Handbook of narratology (pp. 132–143). Berlin: Walter de Gruyter.Google Scholar
(2016) Narrative. In K. B. Jensen, & T. T. Craig (Eds.). The international encyclopedia of communication theory and philosophy. (pp. 1287–1295). Oxford, UK, Malden MA: John Wiley & Sons, Inc. CrossrefGoogle Scholar
Bamberg, M., & Marchman, V.
(1990) What holds a narrative together? The linguistic encoding of episode boundaries. Papers in Pragmatics, 4(1–2), 58–121. CrossrefGoogle Scholar
(1994) Foreshadowing and wrapping up in narrative. In D. I. Slobin (Eds.), Relating events in narrative. A crosslinguistic developmental study (pp. 555–590). Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
Bamberg, M. & Reilly, J.
(1996) Emotion, narrative and affect: How children discover the relationship between what to say and how to say it. In D. I. Slobin, J. Gerhardt, A. Kyratzis & J. Guo (Eds.), Social interaction, social context, and language. Essays in honor of Susan Ervin-Tripp (pp. 329–342). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Barton, D.
(1994) Literacy: An introduction to the ecology of written language. Oxford: Blackwell.Google Scholar
Barton, D., & Hamilton, M.
(1998) Local literacies: Reading and writing in one community. London: Routledge.CrossrefGoogle Scholar
Barton, D., Hamilton, M., & Ivanic, R.
(Eds.) (2000) Situated literacies: Reading and writing in context. London: Routledge.Google Scholar
Bazerman, C.
(1994) Systems of genres and the enactment of social intentions. In A. Freedman & P. Medway (Eds.), Genre and the new rhetoric (pp. 79–101). London: Taylor & Francis.Google Scholar
Bell, A.
(2010) The possible worlds of hypertext fiction. Basingstoke, UK: Palgrave Macmillan. CrossrefGoogle Scholar
Bereiter, C., & Scardamalia, M.
(1987) The psychology of written composition. Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Berge, K. L.
(1988) Skolestilen som genre – med påtvunget penn. Oslo: Landslaget for Norskundervisning, LNU Cappelen, Akademisk Forlag.Google Scholar
Berman, R. A.
(1988) On the ability to relate events in narrative. Discourse Processes, 11, 469–497.CrossrefGoogle Scholar
Berman, R. A., & Slobin, D. I.
(1994) Relating events in narrative. A crosslinguistic developmental study. Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Berman, R. A., & Bracha, N-S.
(2009) Clause packaging in narratives: A crosslinguistic developmental Study. In J. Guo et al. (Vol. Eds.), Crosslinguistic approaches to the psychology of language. Research in the tradition of Dan Isaac Slobin (pp. 149–162). New York & London: Psychology Press.Google Scholar
Berninger, V., & Swanson, H. L.
(1994) Modifying Hayes and Flower’s model of skilled writing to explain beginning and developing writing. In J. S. Carlson Seried Ed. & E. C. Butterfield (Vol. Ed.), Advances in cognition and educational practice: Vol. 2. Children’s writing: Toward a process theory of the development of skilled writing (pp. 57–81). Greenwich, CT: JAI Press.Google Scholar
Bertenthal, B. I.
(1999) Variation and selection in the development of perception and action. In G. Savelsbergh, H. van der Maas & P. van Geert (Eds.), Nonlinear developmental processes (pp. 105–121). Amsterdam: Koninklijke Nederlandse Academie van Wetenschappen.Google Scholar
Bezemer, J., & Kress, G.
(2008) Writing in multimodal texts: A social semiotic account of designs for learning. Written Communication, 25(2), 166–195. CrossrefGoogle Scholar
Biber, D.
(1988) Variation across speech and writing. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Björk, M., & Liberg, C.
(1999) Vägar in i skriftspråket: tillsammans och på egen hand. Stockholm: Natur & Kultur.Google Scholar
Bloom, P., Peterson, M. A., Nadel, L., & Garrett, M. F.
Eds. Language and space Cambridge MIT Press
Blåsjö, M.
(2004) Studenters skrivande i två kunskapsbyggande miljöer. Stockholm Studies in Scandinavian Philology. Stockholm: Almqvist & Wiksell International. /diss/.Google Scholar
Bolton, G.
(1999) The therapeutic potential of creative writing – writing myself. London: Jessica Kingsleys Publishers.Google Scholar
Bommarco, B.
(2006) Texter i dialog. En studie i gymnasieelevers litteraturläsning. Malmö Studies in Educational Sciences No 25. Malmö: Malmö högskola, Lärarutbildningen /diss/.Google Scholar
Britton, J., Burgess, T., Martin, N., Mcleod, A., & Rosen, H.
(1975) The development of writing abilities (11–18). London: Schools Council Publications.Google Scholar
Bruner, J.
(1986) Actual minds possible worlds (pp. 11–43). Cambridge, Mass: Harvard University Press.Google Scholar
(2003) Self-making narratives. In R. Fivush & C. A. Haden (Eds.) Autobiographical memory and the construction of a narrative self: Developmental and cultural perspectives (pp. 209–26). Mawhaw, NJ: Lawrence Erlbaum.Google Scholar
Byrnes, H.
(2006) (Ed.). Advanced language learning. The contribution of Halliday and Vygotsky. London & New York: Continuum.Google Scholar
Calkins, L.
(2005) Units of study for upper grade writing: A yearlogg curriculum. Portsmouth, NH: Heinemann.Google Scholar
Cameron, J. J., Wilson, A. E., & Ross, M.
(2004) Autobiographical memory and self- assessment. In D. R. Breike, J. M. Lampinen & D. A. Brehend (Eds.), The self and memory (pp. 207–26). New York: Psychology Press.Google Scholar
Chandler, D.
(1995) The act of writing: A media theory approach. Prifysol Cymru: Aberystwyh.Google Scholar
Chapman, M. L.
(1994) The emergence of genres: Some findings from an examination of first grade writing. Written Communication, 11, 348–380. CrossrefGoogle Scholar
(1995) The sociocognitive construction of written genres in first grade. Research in the Teaching of English 29, 164–192.Google Scholar
Christie, F.
(2002) The development of abstraction in adolescence in subject English. In M. J. Schleppegrell & M. C. Colombi (Eds.), Developing advanced literacy in first and second languages (pp 45–66). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
(2012) Language education throughout the school years: A functional Perspective. West Sussex; Malden, MA: Wiley Blackwell.Google Scholar
Christie, F., & Derewianka, B.
(2008) School discourse. Learning to write across the years of schooling. London and New York: Continuum.Google Scholar
Chen, H., & Myhill, D. A.
(2016) Children talking about writing: Investigating metalinguistic understanding. Linguistic and Education, 35, 100–108.CrossrefGoogle Scholar
Clealand, A., & Pickering, M. J.
(2006) Do writing and speaking employ the same syntactic representations. Journal of Memory and Language 54, 185–197. CrossrefGoogle Scholar
Coffin, C.
(1997) Constructing and giving value to the past: an investigation into secondary school history. In F. Christie & J. R. Martin (Eds.), Genre and institutions. Social processes in the workplace and school (pp. 196–230). London and New York: Continuum.Google Scholar
Colombi, M. C.
(2002) Academic language development in Latino students´ writing in Spanish. In M. J. Schleppegrell & M. C. Colombi (Eds.), Developing advanced literacy in first and second languages (pp. 67–86). London & New York: Routledge.Google Scholar
Cox, B. E., Shanahan, T., & Tinzmann, M. B.
(1991) Children’s knowledge of organization, cohesion, and voice in written exposition. Research in the Teaching of English, 25, 179–218.Google Scholar
Crowhurst, M.
(1987) Cohesion in argument and narration at three grade levels. Research in the Teaching of English, 21 (2), 185–201.Google Scholar
Dasinger, L. & Toupin, C.
(1994) The development of relative clause functions in narrative. In R. A. Berman & D. I. Slobin (Eds.), Relating events in narrative. A crosslinguistic developmental study (457–514). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Davis, J. & Hill, S.
(2003) The no-nonsense guide to teaching Writing: Strategies, structures, and solutions. Portsmouth, NH: Heinemann.Google Scholar
Davis, P. W.
(1996) The way of language: Dimensions of VOICE. Alternative linguistics. Descriptive and theoretical modes (pp. 45–76). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Derewianka, B.
(2003) Grammatical metaphor in the transition to adolescence. In A-M. Simon-Vandenberger, M. Taverniers, & L. Ravelli (Eds.), Grammatical metaphor. Views from systemic functional linguistics (pp. 185–219). Amsterdam: John Benjamins. CrossrefGoogle Scholar
(2007) Using appraisal theory to track interpersonal development in adolescent academic writing. In A. McCabe, M. O’Donnell, & R. Whittaker (Eds.), Advances in language and education (pp.142–165) New York: Continuum.Google Scholar
Donovan, C. A.
(2001) Children´s development and control of written story and informational genres: Insights from one elementary school. Research in the Teaching of English, 35, 452–497.Google Scholar
Donovan, C. A., & Smolkin, L. B.
(2002) Children’s genre knowledge: An examination of K-5 students’ performance on multiple tasks providing differing levels of scaffolding. Reading Research Quarterly, 37, 428–465. CrossrefGoogle Scholar
(2006) Children’s understanding of genre and writing development. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 131–143). New York & London: The Guilford Press.Google Scholar
Duke, N. K.
(2000) 3.6 minutes per day: The scarcity of informational texts in first grade. Reading Research Quarterly, 35, 202–224.CrossrefGoogle Scholar
Duke, N. K., Caughlan, S., Juzwik, M. M., & Martin, N. M.
(2012) Reading and writing genre with purpose in K-8 classrooms. Portsmouth, NH: Heinemann.Google Scholar
Dysthe, O.
(1996) Det flerstämmiga klassrummet. Att skriva och samtala för att lära. Lund: Studentlitteratur.Google Scholar
Dysthe, O., & Breistein, S.
(1999) Fagskriving og rettleing ved universitetet. Del 2: Intervjustudie ved Institutt for adminstrasjon og organisajonsvitenskap ved Universitetet i Bergen. Program for laeringsforsking, Universitetet i Bergen.Google Scholar
Dyson, A. H.
(1993) Social worlds of children learning to write in an urban primary school. New York: Teachers College Press.Google Scholar
(2003) “Welcome to the jam”: Popular culture, school literacy, and the making of childhoods. Harvard Educational Review, 73(3), 328–361.CrossrefGoogle Scholar
Dysthe, O., & Hertzberg, F.
(2007) Kunnskap om skriving i utdanning og yrkesliv – hvor star vi i dag? In S. Matre & T. L. Hoel (Eds.), Skrive for nåtid og framtid. Skriving i arbeidsliv og skole (pp. 10–28). Trondheim: Tapir Akademisk Forlag.Google Scholar
Eggins, S.
(1994) An introduction to systemic functional linguistics. New York: ContinuumGoogle Scholar
(2004) (2nd ed.) An introduction to systemic functional linguistics New York: Continuum.Google Scholar
Eggins, S. & D. Slade
(2001) Analysing causal conversation. London: Cassel.Google Scholar
Elmfeldt, J., & Erixon, P-O.
(2007) Skrift i rörelse. Om genrer och kommunikativ förmåga i skola och medielandskap. Stockholm/Stehag: Brutus Östlings Bokförlag, Symposium.Google Scholar
Evensen, L. M.
(1993) Skrivepedagogikk i relief. Skrivepedagogisk forskning i ei pedagogisk brytningstid. In I. Moslet & L. S. Evensen (Eds.), Skrivepedagogisk fornying (pp. 9–20). Oslo: Ad Notam Gyldendal.Google Scholar
Evensen, L. S.
(2005) Perspektiv på innhold? Relieff i ungdomsskoleelevers eksamensskriving. In K. L. Bege, L. S. Evensen, F. Hertzberg, & W. Vagle (Eds.), Ungdommers skrivekompetanse, bind 11: Norskeksamen som text (pp.191–236). Oslo: Universitets forlaget.Google Scholar
(2006) Hvordan ser vi på utvikling av skrivekompetanse? Som stadier, som sprang, som orkestring? In S. Matre (Ed.), Utfordringar for skriveopplaering og skriveforsking i dag (pp. 14–23). Trondheim: Tapir Akademisk Forlag.Google Scholar
Fast, C.
(2007) Sju barn lär sig läsa och skriva: Familjeliv och populärkultur i möte med förskola och skola. Uppsala: Uppsala universitet. Uppsala Studies in Education: 115. /diss/.Google Scholar
Flower, L.
(1979) Writer-based prose: A cognitive basis for problems in writing. College English 41(1), 19–37.CrossrefGoogle Scholar
(1993) (4th ed.) Problem-solving activities for writing. Philadelphia: Harcourt Brace Jovanovich College Publishers.Google Scholar
Fry, D.
(1985) Children talk about books: Seeing themselves as readers. Milton Keynes, Philadelphia: Open University Press.Google Scholar
Garme, B.
(1988) Text och tanke: om skrivstrategier i elevuppsatser. Malmö: Liber. /diss/.Google Scholar
(2010) Elever skriver – om skrivande, skrivundervisning och elevers texter. Lund: Studentlitteratur.Google Scholar
Gee, J.
(1996) (2nd ed.) Social linguistics and literacies: Ideology in discourses. London: Falmer.Google Scholar
Genter, D., & Bowerman, M.
(2009) Why some spatial semantic categories are harder to learn than others: The typological prevalence hypothesis. In J. Gao, E. Lieven, N. Budwig, S. Ervin-Tripp, K. Nakamura, & S. Özcaliscan (Eds.), Crosslinguistic approaches to the psychology of language: Research in the tradition of Dan Isaac Slobin (pp. 465–480). London & New York: Psychology Press.Google Scholar
Graves, D. H.
(1985) Blocking and the young writer. In M. Rose (Ed), When a writer can’t write (pp.1–18). New York & London: The Guilford Press.Google Scholar
Griffin, H.
(2003) Voice: The sound of a story. In A. Steele (Ed.), Writing fiction. A practical guide from New York’s acclaimed Creative Writing School (pp. 171–194). London & New York A & C Black.Google Scholar
Guo, J., Lieven, E., Budwig, N., Ervin-Tripp, S., Nakamura, K., & Özcaliskan, S.
(Eds.) (2009) Crosslinguistic approaches to the psychology of language. Research in the tradition of Dan Isaac Slobin. London & New York: Psychology Press.Google Scholar
Gustafsson, K., & Mellgren, E.
(2005) Barns skriftspråkande: att bli en skrivande och läsande person. Göteborg: Acta Universitatis Gothenburgensis. Göteborg studies in educational sciences: 226. /diss/.Google Scholar
Halasek, P.
(1999) Pedagogy of possibility. Bakhtinian perspectives on composition studies. Carbondale and Edwardsville: Southern Illinois Uniersity Press.Google Scholar
Hall, N.
(2009) Developing an understanding of punctuation. In. R. Beard, D. Myhill, J. Riley & M. Nystrand (Eds.). The SAGE handbook of writing development (pp. 271–283). Los Angeles, London, New Delhi, Singapore, Washington DC: Sage. CrossrefGoogle Scholar
Halliday, M. A. K.
(1978) Language as social semiotic. London: Edward Arnold.Google Scholar
(1985) An introduction to functional grammar. London: Edward Arnold.Google Scholar
(1993) Towards a language-based theory of learning. In: Linguistics and Education, 5, 93–116. CrossrefGoogle Scholar
(1994) (2nd ed.) An introduction to functional grammar. London: Edward Arnold.Google Scholar
(1998) Things and relations. In J. R. Martin & R. Veel (Eds.). Reading science (pp. 183–235). New York: Routledge.Google Scholar
(2004) On grammar as the driving force from primary to higher-order consciousness. In G. Williams, & A. Lukin (Eds), The development of language. Functional perspectives on species and individuals (pp. 15–44). London and New York: Continuum.Google Scholar
Halliday, M. A. K., & R. Hasan
(1976) Cohesion in English. London: Longman.Google Scholar
Halliday, M. A. K., & C. M. I. M. Matthiessen
(1999) Construing experience Through meaning. A language-based approach to cognition. London and New York: Cassell.Google Scholar
Halse, M. E.
(1993) Loggen, novellen og jentene. Ansatser till en bakhtinsk lesing av en processorientert skrivekultur. In I. Moslet, & L. S. Evensen (Eds.), Skrivepedagogisk fornying (pp. 49–100). Oslo: Ad Notam Gyldendal AS.Google Scholar
Hansen, E.
(1999) Sammanhaeng mellem laesing skrivning. Veje ind i skrifkulturen (pp. 11–28) Forskningstidskrift från Danmarks Laerehojskole, No 3. Köpenhamn: Danmarks Laerehojskole.Google Scholar
Harris, M.
(1989) Composing behaviours of one- and multi-draft writers. College English, 51(2), 174–191. CrossrefGoogle Scholar
Hasan, R.
(1989) (2nd ed.) The structure of a text. In Halliday, M. A. K. & R. Hasan (Eds.). Language, context, and text: Aspects of language in a social-semiotic perspective (pp.70–96). Oxford, England: Oxford University Press.Google Scholar
(1999) Society, language and the mind: The meta-dialogism of Basil Bernstein’s theory. In F. Christie (Ed.), Pedagogy and the shaping of consciousness: Linguistic and social processes (pp. 10–30). London: Continuum.Google Scholar
Hasan, R., & Perrett, G.
(1994) Learning to function with the other tongue: A systemic functional perspective on second language teaching. In T. Odlin (Ed.) Perspectives on pedagogical grammar (pp. 179–226). Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Hasan, R., & Williams, G.
(1996) Literacy in society. London: Longman.Google Scholar
Heilä-Ylikallio, R.
(1997) Vad berättar barntexter? Mönster i texter skrivna av barn i åldern sex och åtta år. Åbo Akademi: University Press.Google Scholar
Hertzberg, F., & Roe, A.
(2015) Writing in the content areas: A Norwegian case study. Reading and Writing, 29(3), 555–576. (Crossref).Google Scholar
Hillborn, R. C.
(2004) Sea gulls, butterflies, and grasshoppers: A brief history of the butterfly effect in nonlinear dynamics. American Journal of Physics, 72, 425–427, CrossrefGoogle Scholar
Hoel, T. L.
(2001) Skriva och samtala. Lärande genom responsgrupper. Lund: Studentlitteratur.Google Scholar
Hoffman, G., & A. Hornung
(Eds.) (1996) Ethics and aesthetics: The moral turn of postmodernism. Heidelberg: Universitätsverlag Winter.Google Scholar
Hultman, T. G., & Westman, M.
(1977) Gymnasistsvenska. Lund: LiberLäromedel.Google Scholar
Hunston, S., & Thompson, G.
(2000) Evaluation in text. Authorial stance and the construction of discourse. Oxford: Oxford University Press.Google Scholar
Hyland, K.
(2004) Genre and second language writing. Ann Arbor: The University of Michigan Press.CrossrefGoogle Scholar
Ivanic, R.
(1998) Writing and identity. The discoursal construction of identity in academic writing. Amsterdam: John Benjamins. CrossrefGoogle Scholar
(2004) Discourses of writing and learning to write. Language and Education, 18(3), 220–245. CrossrefGoogle Scholar
Janks, H., Dixon, K., Ferreia, A., Granville, D., & Newfield, D.
(2014) Doing critical literacy. Texts and activities for students and teachers. London: Routledge.Google Scholar
Jansson, B. C.
(2005) Episkt dubbelspel. Om faktionsberättelser i film, litteratur och tv. Uppsala: Hallgren & Fallgren.Google Scholar
Jarvis, S., & Pavlenko, A.
(2008) Crosslinguistic influence in language and cognition. Abingdom: Routledge.Google Scholar
Johnston, J., & Slobin, D. I.
(1979) The development of locative expressions in English, Italian, Serbo-Croatian and Turkish. Journal of Child Language, 6(3), 529–545.CrossrefGoogle Scholar
Jonsson, C.
(2006) Läsningens och skrivandets bilder. En analys av villkor och möjligheter för barns läs- och skrivutveckling. Umeå: Umeå universitet. /diss/.Google Scholar
Kamberelis, G.
(1999) Genre development and learning: Children writing stories, science reports, and poems. Research in the Teaching of English, 33, 403–463.Google Scholar
Karlsson, A-M.
(2002) Skriftbruk i förändring. En semiotisk studie av den personliga hemsidan. Stockholm: Acta Universitatis Stockholmiensis. /diss/.Google Scholar
Karlsson, M.
(2014) L1 (Swedish) versus L2 (English) mastery of free combinations of noun/verb + preposition as compared to multiword verbs. International Journal of Language Studies, 8 (3), 27–54.Google Scholar
Kellerman, E.
(1985) If at first you do succeed. In S. M. Gass, & C. Madden (Eds.), Input in second language acquisition (pp. 345–353). Rowley, MA: Newbury House.Google Scholar
Kellogg, R.
(1994) The psychology of writing. New York: Oxford University Press.Google Scholar
(2006) Training writing skills: A cognitive developmental perspective. Journal of writing research, 1 (1), 1–26. CrossrefGoogle Scholar
Kerby, A. P.
(1991) Narrative and the self. Bloomington: Indiana University Press.Google Scholar
Kokkola, L.
The unspeakable: Children’s fiction and the Holocaust. In R. D. Sell Ed. Children’s literature as communication pp. 237 262 Amsterdam John Benjamins
Kramsch, C.
(2006) From communicative competence to symbolic competence. The Modern Language Journal, 90(2), 249–252. CrossrefGoogle Scholar
Kress, G.
(1994) (2nd ed.). Learning to write. London: Routledge.Google Scholar
(2000) Genre as social process. In B. Cope, & M. Kalantzis (Eds.), Multiliteracies: Literacy learning and the design of social futures (pp. 22–37). London: Routledge.Google Scholar
(2003) Interpretation or design: From the world told to the world shown . In M. Styles & E. Bearne. (Eds.), Art, narrative and childhood (pp. 137–153). Oakhill: Trentham Books Limited.Google Scholar
Kress, G., & van Leeuwen, T.
(1996) Reading images. The grammar of visual design. London and New York: Routledge.Google Scholar
Kvale, S., & Brinkmann, S.
(2012) (2nd ed.) Den kvalitativa forskningsintervjun. Lund Studentlitteratur.Google Scholar
Lagrell, K.
(2000) Växa i skrivandet. Om förhållningssätt till de yngre skolbarnens skrivutveckling. Svenska i utveckling nr 15, FUMS Rapport nr 199. Uppsala: Uppsala universitet, Institutionen för nordiska språk.Google Scholar
Lakoff, G., & Johnson, M.
(1980) Metaphors we live by. Chicago and London: The University of Chicago Press.Google Scholar
Langer, J. A.
(1986) Children reading and writing: Structures and strategies. Norwood, NJ: Ablex Publishing Cooperation.Google Scholar
(1992) Reading, writing, and genre development. In J. W. Irwin, & M. A. Doyle (Eds.), Reading/writing connections. Learning from research (pp. 32–54). Newark, DE: International Reading Association.Google Scholar
Langston, M., & Trabasso, T.
(1999) Modeling causal integration and availability of information during comprehension of narrative texts. In H. van Oostendorp & S. R. Goldman (Eds.), The Construction of mental representations during reading (pp. 29–69). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Larsen, A. S.
(2007) Når femteklassinger i Norden skriver fortelling. Narrative grep og tematikk. In S. Matre & Lokensgard Hoel (Eds.), Skrive for nåtid og framtid 1. Skriving i arbeidsliv og skole (pp. 249–263). Trondheim: Tapir Akademisk Forlag.Google Scholar
Larsen-Freeman, D.
(1997) Chaos/complexity science and second language acquisition. Applied Linguistics, 18. 141–165. CrossrefGoogle Scholar
Larsson, K.
(1984) Skrivförmåga. Studier i svenskt elevspråk. Malmö: Liber Förlag.Google Scholar
Laufer, B.
(2000) Avoidance of idioms in a second language: The effect of L1 and L2 degree of similarity. Studia Linguistica, 54(2), 186–196. CrossrefGoogle Scholar
Lave, J., & Wenger, E.
(1991) Situated learning: Legitimate peripheral participation. New York: Cambridge University Press CrossrefGoogle Scholar
Lazaraton, A.
(1992) Linking ideas with AND in spoken and written discourse. International Review of Applied Linguistics, 30(3), 191–206. CrossrefGoogle Scholar
Liberg, C.
(1990) Learning to read and write. Institutionen för lingvistik, Uppsala universitet: Reports from Uppsala University Linguistics, (RUUL) 20. /diss/.Google Scholar
(2010) Den didaktiska reliefen. In U. P. Lundgren, R. Säljö, & C. Liberg (Eds.). Lärande skola bildning. Grundbok för lärare (pp. 215–232). Stockholm: Natur & Kultur.Google Scholar
Loban, W.
(1976) Language development: Kindergarten through grade twelve. No. 18 in a series of reports sponsored by the NCTE committee on research. Urbana, IL: National Council of Teachers of English.Google Scholar
Loebell, H., & Bock, K.
(2003) Structural priming across languages. Linguistics, 41, 791–824. CrossrefGoogle Scholar
Lombardi, C.
(2008) Description: To picture in words. In A. Steele (Ed.), Writing fiction. A practical guide from New York’s acclaimed Creative Writing School (pp. 104–125). London & New York A & C Black.Google Scholar
Lorentzen, R. T.
(1995) To-from: A key to understanding early writing (pp. 1–15). Skrive-PUFF-rapport No. 16. Trondheim: Allforsk.Google Scholar
Lunenfeld, P.
(2000) Snap to grid: A user’s guide to digital arts, media and cultures. Cambridge, MA: MIT Press.Google Scholar
Lynch, J. S., & van den Broek, P.
(2007) Understanding the glue of narrative structure: Children´s on and off-line inferences about character´s goals. Cognitive Development 22(3), 323–340.CrossrefGoogle Scholar
Lötmarker, L.
(2004) Krian i förvandling. Uppsatsämnen och skrivanvisningar för läroverkets svenska uppsatsskrivning. Lundastudier i nordisk språkvetenskap A 61. Lund: Institutionen för nordiska språk. /diss/.Google Scholar
Macken-Horarik, M.
(2003) APPRAISAL and the special instructiveness of narrative. Text, 23(2), 285–312. CrossrefGoogle Scholar
Magnusson, Ulrika
(2011) Skolspråk i utveckling. En- och flerspråkiga elevers bruk av grammatiska metaforer i senare skolår. Göteborg: Gothenburg University Press. Göteborgsstudier i nordisk språkvetenskap 17: Institutionen för svenska språket. /diss/.Google Scholar
Malmgren, L-G.
(1997) Åtta läsare på mellanstadiet. Litteraturläsning i ett utvecklingsperspektiv. Lund: Studentlitteratur.Google Scholar
Many, J. C.
(1990) Sex roles from a child’s point of view: An analysis of children’s writing. Research in Childhood Education, 5, 60–72.Google Scholar
Mar, R., Oatley, K., & Peterson, J. B.
(2009) Exploring the link between reading fiction and empathy: Ruling out individual differences and examining outcomes. Communications, 34, 407–428. CrossrefGoogle Scholar
Marchman, V.
(1989) Episodic structure and the linguistic encoding of events in narrative: A study of language acquisition and performance. Unpublished doctoral dissertation, University of California, Berkeley.Google Scholar
Marchman, V., Bates, E., Burkardt, A., & Good, A.
(1991) Functional constraints on the acquisition of passive: Toward a model of the competence to perform. First Language, 11, 65–92. CrossrefGoogle Scholar
Martin, J. R.
(1983) CONJUNCTION: the logic of English text. In J. S. Petöfi, & E. Sözer (Eds.). Micro and macro connexity of texts (pp. 1–72). Hamburg: Helmut Buske Verlag (Papers in Text linguistics, 45).Google Scholar
(1984) Language, register and genre. In F. Christie (Ed.), Children writing: A reader (pp. 21–29). Geelong, Vic.: Deakin University Press.Google Scholar
(1989) Factual writing: Exploring and challenging social reality (first published 1985) Victoria: Deakin University Press. Oxford: Oxford University Press.Google Scholar
(1993) Life as a noun: Arresting the universe in science and humanities. In M. K. Halliday & J. R. Martin (Eds.), Writing science: Literacy and discursive power (pp. 166–202). Pennsylvania: University of Pittsburgh Press.Google Scholar
(1996) Waves of abstraction: Organizing exposition. The Journal of TESOL France, 3(1), 87–104.Google Scholar
(2000) Beyond exchange: Appraisal systems in English. In S. Hunston, & G. Thompson (Eds), Evaluation in text. Authorial stance and the construction of discourse (pp 142–175). Oxford University Press: Oxford.Google Scholar
(2007) Construing knowledge: a functional linguistic perspective. In F. Christie, & J. R. Martin (Eds.), Language, knowledge and pedagogy. Functional linguistic and sociological perspectives (pp. 34–64). London and New York: Continuum.Google Scholar
Martin, J. R. & Rose, D.
(2007) (2nd ed.). Working with discourse. Meaning beyond the clause. London: Continuum.Google Scholar
Martin, J. R., & Rose, D.
(2008) Genre relations. Mapping culture. London: Equinox.Google Scholar
Martin, J. R., & White, P. R. R.
(2005) The language of evaluation: Appraisal in English. New York: Palgrave Macmillan.CrossrefGoogle Scholar
Matthiessen, C. M. I. M.
(1995) Lexicogrammatical cartography: English systems. Tokyo: International Language Sciences Publishers.Google Scholar
Maun, I., & Myhill, D.
(2005) Text and design, writers as designers. English in Education, 39(2), 5–21. CrossrefGoogle Scholar
Mayer, M.
(1969) Frog, where are you? New York: Dial Books for Young Children.Google Scholar
McAdams, D. P.
(2001) The psychology of life stories. Review of General Psychology 5(2), 100–22. CrossrefGoogle Scholar
McCabe, M., O’Donnell, M., & Whittaker, R.
(Eds.) (2007) Advances in language and education. London and New York: Continuum.Google Scholar
McCutchen, D., Francis, M., & Kerr, S.
(1997) Revising for meaning: Effects of knowledge and strategy. Journal of Educational Psychology, 89, 667–676. CrossrefGoogle Scholar
McGann, J.
(2001) Radiant textuality. Literature after the world wide web. New York & Houndsmill: Palgrave Macmillan. CrossrefGoogle Scholar
McLane, J., & McNamee, J.
(1990) Early Literacy. Cambridge: MA: Harvard University Press.Google Scholar
McLaughlin, B.
(1990) Restructuring. Applied Linguistics, 11, 1–16. CrossrefGoogle Scholar
Mehlum, A.
(1995) Skrivundervisning. Mellan styrning och frihet. Lund: Studentlitteratur.Google Scholar
Myhill, D. A.
(2008) Towards a linguistic model of sentence development in writing. Language and Education, 22 (5), 271–288. CrossrefGoogle Scholar
(2009) Becoming a designer: Trajectories of linguistic development. In R. Beard, D. A. Myhill, J. Riley, & M. Nystrand (Eds.). The SAGE handbook of writing development (pp. 402–414.) London: Sage. CrossrefGoogle Scholar
(2009) Developmental trajectories in mastery of paragraphing: Towards a model of development. Written Language and Literacy, 12 (1), 26–51. CrossrefGoogle Scholar
Myhill, D. A., Jones, S., & Wilson, A.
(2016) Writing conversations: fostering discussion about writing. Research Papers in Education, 31(1), 23–44.CrossrefGoogle Scholar
Nakamura, K.
(2009) Language and affect: Japanese children´s use of evaluative expressions in narratives. In J. Guo, E. Lieven, N. Budwig, S. Ervin-Tripp, K. Nakamura & S. Özcaliskan (Eds.), Crosslinguistic approaches to the psychology of language. Research in the tradition of Dan Isaac Slobin (pp. 225–239). London & New York: Psychology Press.Google Scholar
Nelson, N. W.
(1988) Reading and writing. In M. A. Nippold (Ed.), Later language development. Ages 9 through 19 (pp. 97–125). Boston: College-Hill.Google Scholar
Newcombe, N. S., & Huttenlocher, J.
(2000) Making space: The development of spatial representation and reasoning. London: The MIT Press.Google Scholar
Newell, G. E., VanDerHeide, J., & Wynhoff Olsen, A.
(2014) High school English language arts teacher´s argumentative epistemologies for teaching writing. Research in the Teaching of English, 49(2), 95–119.Google Scholar
Newkirk, T.
(1989) More than stories: The range of children’s writing. Portsmouth, NH: Heinemann.Google Scholar
Nicolopoulou, A.
(1996) Narrative development in social context: In D. I. Slobin, J. Gerhardt, A. Kyratzis & and J. Guo (Eds.), Social interaction, social context, and language. Essays in honor of Susan Ervin-Tripp (pp. 369–390). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.Google Scholar
Nikolajeva, M.
(2004) (2nd ed.) Barnbokens byggklossar. Lund: Studentlitteratur.Google Scholar
(2002) Growing up: The dilemma of children’s literature. In: R. D. Sell (Ed.) Children’s literature as communication (pp. 111–136). Amsterdam: John Benjamins. CrossrefGoogle Scholar
(2014) Reading for learning: Cognitive approaches to children’s literature. Amsterdam: John Benjamins. CrossrefGoogle Scholar
Nordenfors, M.
(2011) Skriftspråksutveckling under högstadiet. Göteborg: Gothenburg University Press. Göteborgsstudier i nordisk språkvetenskap 16: Institutionen för svenska språket. /diss/.Google Scholar
Norrby, C.
(2004) (2nd ed.) Samtalsanalys: så gör vi när vi pratar med varandra. Lund: Studentlitteratur.Google Scholar
Nystrand, M.
(1986) The structure of written communication. Studies in reciprocity between writers and readers. Orlando: Harcourt Brace Jovanovich Publishers.Google Scholar
Nystrand, M. & Duffy, J.
(Eds.) (2003) Towards a rhetoric of everyday life: New directions in research on writing, text and discourse. Madison: University of Wisconsin Press.Google Scholar
Nyström, C.
(2000) Gymnasisters skrivande: en studie av genre, textstruktur och sammanhang Skrifter utgivna av Institutionen för nordiska språk 51. Uppsala: Uppsala universitet, Institutionen för nordiska språk. /diss/.Google Scholar
(2001) Hur hänger det ihop? En bok om textbindning. Uppsala: Hallgren & Fallgren.Google Scholar
Oatley, K.
(2006) Such stuff as dreams. The psychology of fiction. Oxford: Wiley-Blackwell.Google Scholar
Oatley, K., & Johnson-Laird, P. N.
(2011) Basic emotions in social relationships, reasoning, and psychologicl illnesses. Emotion Review, 3(4), 424–433. CrossrefGoogle Scholar
Olin-Scheller, C.
(2006) Mellan Dante och Big Brother: En studie av gymnasieelevers textvärldar. Estetisk-filosofiska fakulteten, Litteraturvetenskap. Karlstad: Karlstads universitet. /diss/.Google Scholar
Orlov, J.
(2002) Orality and literacy, continued: Playful magic in Pushkin’s Tale of Tsar Saltan . In: R. D. Sell (Ed.), Children’s literature as communication (pp. 39–54). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Ortega, L. & Byrnes, B.
(Eds.) (2008) The longitudinal study of advanced L2 capacities. Mahwah, N.J: Lawrence Erlbaum Associates.Google Scholar
Österlund-Stjärnegårdh, E.
(2002) Godkänd i svenska? Bedömning och analys av gymnasieelevers texter. Skrifter utgivna av institutionen för nordiska språk 57. Uppsala: Uppsala universitet, Institutionen för nordiska språk. /diss/.Google Scholar
Paéz, M. M., Tabors, P., & López, L. M.
(2007) Dual language and literacy development of Spanish-speaking pre-school children. Journal of Applied Developmental Psychology, 28(2), 85–102. CrossrefGoogle Scholar
Page, E. P.
(2012) Stories and social media. Identities and interaction. New York: Routledge.Google Scholar
Painter, C.
(2000) Researching first language development in children. In L. Unsworth (Ed.), Researching language in schools and communities. Functional linguistic perspectives (pp. 65–86). Washington, DC: Cassell.Google Scholar
Pappas, C. C., Kiefer, B. Z., & Levstik, L. S.
(1995) (2nd ed.) An integrated language perspective in the elementary school: Theory into action. New York: Longman.Google Scholar
Parmenius Swärd, S.
(2008) Skrivande som handling och möte: Gymnasieelever om skrivuppgifter, tidsvillkor och bedömning. Malmö Studies in Educational Sciences No 42. Malmö: Malmö högskola, Lärarutbildningen. /diss/.Google Scholar
Perera, K.
(1984) Children’s writing and reading. Analysing classroom language. Oxford and New York: Blackwell.Google Scholar
(1990) Grammatical differentiation between speech and writing in children aged 8- 12. In R. Carter (Ed.), Knowledge about language and the curriculum (pp. 216–33). London: Hodder & Stoughton.Google Scholar
Pettersson, Å.
(1989) Utvecklingslinjer och utvecklingskrafter i elevernas uppsatser. In: C. Sandqvist & U. Teleman (Eds.) Språkutveckling under skoltiden (pp. 159–184). Lund: Studentlitteratur.Google Scholar
Plaza-Pust, C.
(2008) Dynamic systems theory and universal grammar: Holding up a turbulent mirror to development in grammars. The Modern Language Journal, 92(2), 250–269. CrossrefGoogle Scholar
Pontecorvo, C.
(Ed.) (1997) Writing development: An interdisciplinary view. Amsterdam: John Benjamins. CrossrefGoogle Scholar
Prior, P.
(1991) Contextualizing writing and response in a graduate seminar. Written Communication, 8, 267–310. CrossrefGoogle Scholar
Purcell-Gates, V.
(1996) Stories, coupons and the TV guide: Relationships between home literacy experiences and emergent literacy knowledge. Reading Research Quarterly, 31, 406–428. CrossrefGoogle Scholar
Radway, J. A.
(1984) Reading the romance. Women, patriarchy, and popular literature. Chapel Hill, NC. University of North Carolina Press.Google Scholar
Ragnarsdóttir, H., & Strömqvist, S.
(2004) Time, space, and manner in Swedish and Icelandic narrative construction in two closely related languages. In S. Strömqvist & L. Verhoeven (Eds.), Relating events in narrative-across languages, cultures and genres (pp. 113–141). Mahwah, N.J.: Lawrence Erlbaum Associates.Google Scholar
Reynolds, D. W.
(2002) Learning to make things happen in different ways: Causality in the writing of middle-grade English language learners. Journal of Second Language Writing, 11. 311–328. CrossrefGoogle Scholar
Romaine, S.
(1984) The language of children and adolescents: The acquisition of communicative competence. Oxford: Basil Blackwell.Google Scholar
Rothery, J., & Stenglin, M.
(2000) Entertaining and instructing: exploring the experience through story. In: F. Christie & J. R. Martin (Eds.), Genre and institutions. Social processes in the workplace and school (pp. 231–264). London and New York: Continuum.Google Scholar
Russell, D.
(1997) Rethinking genre in school and society. An activity theory analysis. Written Communication, 14, 504–554. CrossrefGoogle Scholar
Rowe, D. W.
(2009) Early written comunication. In: R. Beard, D. Myhill, J. Riley & M. Nystrand (Eds.), The SAGE handbook of writing development (pp. 213–231). London & New York: SAGE Publications Ltd. CrossrefGoogle Scholar
Ryan, M-L.
(Ed.) (2004) Narrative across media: The languages of storytelling. Lincoln: U of Nebraska Press.Google Scholar
Sarland, C.
(1991) Young people reading: Culture and response. Philadelphia: Open University Press.Google Scholar
Sarrimo, C.
(2012) Jagets scen. Självframställning i olika medier. Göteborg & Stockholm: Makadam.Google Scholar
Schleppegrell, M.
(2004) The language of schooling. A Functional linguistics perspective. Mahwah, New Jersey: Lawrence Erlbaum Associates.Google Scholar
Sell, C.
(2002) Primary-level EFL: Planning a multicultural fiction project. In: R. D. Sell (Ed.), Children’s literature as communication (pp. 291–314). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Sell, R. D.
(2002) Reader-learners: Children´s novel and participatory pedagogy. In (Ibid) (Ed.), Children´s literature as communication (pp. 263–290). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Senje, T. & Skjong, S.
(2010) (3rd ed.). Elevfortellinger. Analyse og vurdering. Oslo: Cappelen Akademisk Forlag.Google Scholar
Serfaty, V.
(2004) The mirror and the veil. An overview of American online diaries and blogs. Amsterdam Monographs in American Studies 11, Rodopi, Amsterdam, New York.Google Scholar
Sharples, M.
(1999) How we write: Writing as creative design. London: Routledge.CrossrefGoogle Scholar
Singer, M., Graesser, A. C., & Trabasso, T.
(1994) Minimal or global inference during reading. Journal of Memory and Language, 33 (4), 421–441. CrossrefGoogle Scholar
Skolverket
(2006) Curriculum for the non-compulsory school system Lpf 94. SKOLFS 2006 Stockholm.Google Scholar
Skolöverstyrelsen
(1980) Läroplan för grundskolan, Lgr 80. Allmän del: mål och riktlinjer: Kursplaner: Timplaner. Stockholm.Google Scholar
Slobin, D. I.
(1996) From “thought and language” to “thinking for speaking.” In J. Gumperz & S. Levinson (Eds.), Rethinking linguistic relativity (pp. 70–96). Cambridge, UK: Cambridge University Press.Google Scholar
(2004) The many ways to search for a frog: Linguistic typology and the expression of motion events. In S. Strömqvist & L. Verhoeven (Eds.), Relating events in narrative across languages, cultures and genres (pp. 219–257). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Smidt, J.
(1991) Lesebriller og skriveroller. “Rammer” og “roller” i analyse av elevtekster. Rapport nr 3 från projektet SKRIVE-PUFF – utvikling av skriftspråklig kompetanse. ALLFORSK. Universitet i Trondheim.Google Scholar
(2002) Double histories in multivocal classrooms. Notes toward an ecological account of writing. Written Communication, 19(3), 414–443. CrossrefGoogle Scholar
(2004) Sjangrer og stemme i norskrommet. Oslo: Universitetsforlaget.Google Scholar
Smith, F.
(1983) Reading like a writer. Language Arts, 60(5), 558–567.Google Scholar
Stein, N. L., & Albro, E. R.
(1997) Building complexity and coherence: Children’s use of goal-structured knowledge in telling stories. In M. Bamberg (Ed.), Narrative development: Six approaches (pp. 5–44). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Street, B.
(1995) Social literacies: Critical perspectives on literacy in development, ethnography and education. London: Longman.Google Scholar
Strong, W.
(1986) Creative approaches to sentence combining. Urbana, IL: National Council of Teachers of English.Google Scholar
Strömquist, S.
(1987) Styckevis och helt: Om styckeindelningen roll i skrivprocessen och bruket av nytt stycke i svenska elevuppsatser. Malmö: LiberFörlag. /diss/.Google Scholar
Strömqvist, S., Nordqvist, S., & Wengelin, Å.
(2004) Writing the frog story – developmental and cross-modal perspectives. In S. Strömqvist & L. Verhoeven, (Eds.), Relating events in narrative-across languages, cultures and genres (pp. 359–394). Mahwah, N.J.: Lawrence Erlbaum Associates.Google Scholar
Strömqvist, S., & Verhoeven, L.
(2004) (Eds.). Relating events in narrative across languages, cultures and genres. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Swales, J.
(1990) Genre analysis. Cambridge, UK: Cambridge University Press.Google Scholar
Säljö, R.
(2010a) Den lärande människan – teoretiska traditioner. In: U. P. Lundgren, R. Säljö & C. Liberg (Eds.), Lärande skola bildning. Grundbok för lärare (pp. 137–196). Stockholm: Natur & Kultur.Google Scholar
(2010b) Lärande & kulturella redskap. Om lärprocesser och det kollektiva minnet. Stockholm: Norstedts.Google Scholar
Talmy, L.
(1991) Path to realization: A typology of event conflation. Proceedings of the Berkeley Linguistics Society, 17, 480–519.CrossrefGoogle Scholar
Thompson, G.
(1998) Resonance in text. In A. Sánchez-Macarro & R. Carter (Eds.), Linguistic choices across genres. Variation in spoken and written English (pp. 26–46). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Thurlow, C., Lengel, L., & Tomic, A.
(2004) Computer-mediated communication: Social interaction and the internet. London: Sage.Google Scholar
Torr, J., & Simpson, A.
(2003) The emergence of grammatical metaphor: Literacy-oriented expressions in the everyday speech of young children. In A-M. Simon-Vandenberger, M. Taverniers & L. Ravelli (Eds.), Grammatical metaphor. View from systemic functional linguistics (pp. 169–184). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Trabasso, T., & Stein, N. L.
(1997) Narrating, representing, and remembering event sequences. In P. W. van den Broek, P. J. Bauer & T. Bourg (Eds.), Developmental spans in event comprehension and representation: Bridging fictional and actual events (pp. 237–270). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Trepanier-Street, M. L., & Romatowski, J. A.
(1999) The influence of children´s literature on gender perceptions: A reexamination. Early Childhood Education Journal, 26(3), 155–159. CrossrefGoogle Scholar
Trepanier-Street, M. L., Romatowski, J. A., & McNair, S.
(1990) Children’s written responses to stereotypical and non-stereotypical story starters. Journal of Research in Childhood Education, 5 (1), 60–72. CrossrefGoogle Scholar
Unsworth, L.
(2000) Introduction. In (ibid. Ed.) Researching language in schools and communities: Functional linguistic perspectives (pp. vii–ix). Washington, DC: Cassell.Google Scholar
Veel, R.
(1997) Learning how to mean – scientifically speaking: Apprenticeship into scientific discourse in the secondary school. In F. Christie & J. R. Martin (Eds.), Genre and institutions. Social processes in the workplace and school (pp. 161–195). London and New York: Continuum.Google Scholar
Verhoeven, L.
(2004) Bilingualism and narrative construction. In S. Strömqvist & L. Verhoeven (Eds.), Relating events in narrative – across languages, cultures and genres (pp. 435–476). Mahwah, N.J.: Lawrence Erlbaum Associates.Google Scholar
Verspoor, M., de Bot, K., & Lowie, W.
(2004) Dynamic systems theory and variation: A case study in L2 writing. In H. Aertsen, M. Hanney & R. Lyall (Eds.). Words in their places: A festschrift for J. Lachlan Mackenzie (pp. 407–421). Amsterdam: Free University Press.Google Scholar
Vetenskapsrådet
(2002) Forskningsetiska principer inom humanistisk- samhällsvetenskaplig forskning. Vetenskapsrådet.Google Scholar
Vygotsky, L. S.
(1978) Mind in society. The development of higher psychological processes. Cambridge. Mass: Harvard University.Google Scholar
Wagner, Å. K. H., Uppstad, P. H., & Strömqvist, S.
(2010) Den flerspråkiga människan: En bok om skriftspråkslärande. Lund: Studentlitteratur.Google Scholar
Wallace, D. L., Hayes, J. R., Hatch, J. A., Miller, W., Moser, G., & Silk, C. M.
(1996) Better revision in 8 minutes? Prompting first-year college writers to revise more globally. Journal of Educational Psychology, 88, 682–688. CrossrefGoogle Scholar
Weist, R. M.
(2002) Space and time in first and second language acquisition: A tribute to Henning Wode. In P. Burmeister, T. Piske, & A. Rhode (Eds.), An integrated view of language development: Papers in honor of Henning Wode (pp. 79–108). Trier, Germany: Wissenschafticher Verlag Trier (WVT).Google Scholar
Wertsch, J. V.
(1991) Voices of the mind: A sociocultural approach to mediated action. Cambridge, Mass: Harvard University Press.Google Scholar
Whittaker, R., O’Donnell, M., & McCabe, A.
(Eds.) (2006) Language and literacy. Functional approaches. London and New York: Continuum.Google Scholar
Wiksten, Folkeryd J.
(2007) Writing with an attitude: Appraisal and student texts in the school subject Swedish. Studia Linguistica Upsaliensia 5. Uppsala: Uppsala universitet. Acta Universitatis Upsalienesis. /diss/.Google Scholar
Witte, S. P.
(1987) Pre-text and composing. College composition and communication 38, 397–425. CrossrefGoogle Scholar
Wood, D. R., & Liebermann, A.
(2000) Teachers as authors: The national writing project’s approach to professional development. International Journal of Leadership in Education, 3 (3), 255–273. CrossrefGoogle Scholar
Wright, R. E., & Rosenberg, S.
(1993) Knowledge of text coherence and expository writing: A developmental study. Journal of Educational Psychology, 85, 152–158. CrossrefGoogle Scholar
Zunshine, L.
(2006) Why we read fiction: Theory of mind and the novel. Theory and interpretation of narrative. Colombus: The Ohio State University Press.Google Scholar
Subjects
BIC Subject: CJCW – Writing skills
BISAC Subject: LAN010000 – LANGUAGE ARTS & DISCIPLINES / Literacy
U.S. Library of Congress Control Number:  2017058998 | Marc record