Form-function Relations in Narrative Development

How Anna became a writer

| University of Gothenburg
ISBN 9789027200518 | EUR 99.00 | USD 149.00
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
Chapter 1. Introduction
Chapter 2. Theoretical framework
Chapter 3. The present study
Chapter 4. Pictorial texts
Chapter 5. Exploration and mimicry
Chapter 6. Enacting social relations
Chapter 7. Shaping of a voice
Chapter 8. Increased fictionality and context sensitivity
Chapter 9. Towards narrative competence
Appendix 1. Examples of lexical strings
Appendix 2
Author index
Subject index


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.
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.
Ambjörnsson, R., Ringby, P., & Åkerman, S.
(1997) Att skriva människan: essäer om biografin som livshistoria och vetenskaplig genre. Stockholm: Carlsson.
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.
Anderson, C.
(2005) Assessing writers. Portsmouth, NH: Heinemann.
Änggård, E.
(2006) Barn skapar bilder i förskolan. Lund: Studentlitteratur.
Applebee, A. N.
(1978) The child’s concept of story: Ages two to seventeen. Chicago: University of Chicago Press.
Appleyard, J. A.
(1991) Becoming a reader. The experience of fiction from childhood to adulthood. Cambridge: Cambridge University Press. Crossref link
Ask, S.
(2007) Vägar till ett akademiskt språkbruk. Växjö: Växjö University Press. /diss/.
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.
Bamberg, M.
(1987) The acquisition of narratives. Berlin: Walter de Gruyter. /diss./Crossref link
(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.
(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.
(1994) Actions, events, scenes, plots and the drama. Language and the constitution of part-whole relationships. Language Sciences, 16(1), 39–79. Crossref link
(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.
(1997) Positioning between structure and performance. Journal of Narrative and Life History, 7 (1–4), 335–342. Crossref link
(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. Crossref link
(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.
(2009b) Identity and narration. In P. Huehn, J. Pier, W. Schmid & J. Schoenert (Eds.), Handbook of narratology (pp. 132–143). Berlin: Walter de Gruyter.
(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. Crossref link
Bamberg, M., & Marchman, V.
(1990) What holds a narrative together? The linguistic encoding of episode boundaries. Papers in Pragmatics, 4(1–2), 58–121. Crossref link
(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.
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.
Barton, D.
(1994) Literacy: An introduction to the ecology of written language. Oxford: Blackwell.
Barton, D., & Hamilton, M.
(1998) Local literacies: Reading and writing in one community. London: Routledge.Crossref link
Barton, D., Hamilton, M., & Ivanic, R.
(Eds.) (2000) Situated literacies: Reading and writing in context. London: Routledge.
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.
Bell, A.
(2010) The possible worlds of hypertext fiction. Basingstoke, UK: Palgrave Macmillan. Crossref link
Bereiter, C., & Scardamalia, M.
(1987) The psychology of written composition. Hillsdale, NJ: Lawrence Erlbaum Associates.
Berge, K. L.
(1988) Skolestilen som genre – med påtvunget penn. Oslo: Landslaget for Norskundervisning, LNU Cappelen, Akademisk Forlag.
Berman, R. A.
(1988) On the ability to relate events in narrative. Discourse Processes, 11, 469–497.Crossref link
Berman, R. A., & Slobin, D. I.
(1994) Relating events in narrative. A crosslinguistic developmental study. Hillsdale, NJ: Lawrence Erlbaum Associates.
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.
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.
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.
Bezemer, J., & Kress, G.
(2008) Writing in multimodal texts: A social semiotic account of designs for learning. Written Communication, 25(2), 166–195. Crossref link
Biber, D.
(1988) Variation across speech and writing. Cambridge: Cambridge University Press. Crossref link
Björk, M., & Liberg, C.
(1999) Vägar in i skriftspråket: tillsammans och på egen hand. Stockholm: Natur & Kultur.
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/.
Bolton, G.
(1999) The therapeutic potential of creative writing – writing myself. London: Jessica Kingsleys Publishers.
Bommarco, B.
(2006) Texter i dialog. En studie i gymnasieelevers litteraturläsning. Malmö Studies in Educational Sciences No 25. Malmö: Malmö högskola, Lärarutbildningen /diss/.
Britton, J., Burgess, T., Martin, N., Mcleod, A., & Rosen, H.
(1975) The development of writing abilities (11–18). London: Schools Council Publications.
Bruner, J.
(1986) Actual minds possible worlds (pp. 11–43). Cambridge, Mass: Harvard University Press.
(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.
Byrnes, H.
(2006) (Ed.). Advanced language learning. The contribution of Halliday and Vygotsky. London & New York: Continuum.
Calkins, L.
(2005) Units of study for upper grade writing: A yearlogg curriculum. Portsmouth, NH: Heinemann.
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.
Chandler, D.
(1995) The act of writing: A media theory approach. Prifysol Cymru: Aberystwyh.
Chapman, M. L.
(1994) The emergence of genres: Some findings from an examination of first grade writing. Written Communication, 11, 348–380. Crossref link
(1995) The sociocognitive construction of written genres in first grade. Research in the Teaching of English 29, 164–192.
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.
(2012) Language education throughout the school years: A functional Perspective. West Sussex; Malden, MA: Wiley Blackwell.
Christie, F., & Derewianka, B.
(2008) School discourse. Learning to write across the years of schooling. London and New York: Continuum.
Chen, H., & Myhill, D. A.
(2016) Children talking about writing: Investigating metalinguistic understanding. Linguistic and Education, 35, 100–108.Crossref link
Clealand, A., & Pickering, M. J.
(2006) Do writing and speaking employ the same syntactic representations. Journal of Memory and Language 54, 185–197. Crossref link
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.
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.
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.
Crowhurst, M.
(1987) Cohesion in argument and narration at three grade levels. Research in the Teaching of English, 21 (2), 185–201.
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.
Davis, J. & Hill, S.
(2003) The no-nonsense guide to teaching Writing: Strategies, structures, and solutions. Portsmouth, NH: Heinemann.
Davis, P. W.
(1996) The way of language: Dimensions of VOICE. Alternative linguistics. Descriptive and theoretical modes (pp. 45–76). Amsterdam: John Benjamins. Crossref link
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. Crossref link
(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.
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.
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. Crossref link
(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.
Duke, N. K.
(2000) 3.6 minutes per day: The scarcity of informational texts in first grade. Reading Research Quarterly, 35, 202–224.Crossref link
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.
Dysthe, O.
(1996) Det flerstämmiga klassrummet. Att skriva och samtala för att lära. Lund: Studentlitteratur.
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.
Dyson, A. H.
(1993) Social worlds of children learning to write in an urban primary school. New York: Teachers College Press.
(2003) “Welcome to the jam”: Popular culture, school literacy, and the making of childhoods. Harvard Educational Review, 73(3), 328–361.Crossref link
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.
Eggins, S.
(1994) An introduction to systemic functional linguistics. New York: Continuum
(2004) (2nd ed.) An introduction to systemic functional linguistics New York: Continuum.
Eggins, S. & D. Slade
(2001) Analysing causal conversation. London: Cassel.
Elmfeldt, J., & Erixon, P-O.
(2007) Skrift i rörelse. Om genrer och kommunikativ förmåga i skola och medielandskap. Stockholm/Stehag: Brutus Östlings Bokförlag, Symposium.
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.
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.
(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.
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/.
Flower, L.
(1979) Writer-based prose: A cognitive basis for problems in writing. College English 41(1), 19–37.Crossref link
(1993) (4th ed.) Problem-solving activities for writing. Philadelphia: Harcourt Brace Jovanovich College Publishers.
Fry, D.
(1985) Children talk about books: Seeing themselves as readers. Milton Keynes, Philadelphia: Open University Press.
Garme, B.
(1988) Text och tanke: om skrivstrategier i elevuppsatser. Malmö: Liber. /diss/.
(2010) Elever skriver – om skrivande, skrivundervisning och elevers texter. Lund: Studentlitteratur.
Gee, J.
(1996) (2nd ed.) Social linguistics and literacies: Ideology in discourses. London: Falmer.
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.
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.
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.
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.
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/.
Halasek, P.
(1999) Pedagogy of possibility. Bakhtinian perspectives on composition studies. Carbondale and Edwardsville: Southern Illinois Uniersity Press.
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. Crossref link
Halliday, M. A. K.
(1978) Language as social semiotic. London: Edward Arnold.
(1985) An introduction to functional grammar. London: Edward Arnold.
(1993) Towards a language-based theory of learning. In: Linguistics and Education, 5, 93–116. Crossref link
(1994) (2nd ed.) An introduction to functional grammar. London: Edward Arnold.
(1998) Things and relations. In J. R. Martin & R. Veel (Eds.). Reading science (pp. 183–235). New York: Routledge.
(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.
Halliday, M. A. K., & R. Hasan
(1976) Cohesion in English. London: Longman.
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.
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.
Hansen, E.
(1999) Sammanhaeng mellem laesing skrivning. Veje ind i skrifkulturen (pp. 11–28) Forskningstidskrift från Danmarks Laerehojskole, No 3. Köpenhamn: Danmarks Laerehojskole.
Harris, M.
(1989) Composing behaviours of one- and multi-draft writers. College English, 51(2), 174–191. Crossref link
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.
(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.
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. Crossref link
Hasan, R., & Williams, G.
(1996) Literacy in society. London: Longman.
Heilä-Ylikallio, R.
(1997) Vad berättar barntexter? Mönster i texter skrivna av barn i åldern sex och åtta år. Åbo Akademi: University Press.
Hertzberg, F., & Roe, A.
(2015) Writing in the content areas: A Norwegian case study. Reading and Writing, 29(3), 555–576. (Crossref link).
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, Crossref link
Hoel, T. L.
(2001) Skriva och samtala. Lärande genom responsgrupper. Lund: Studentlitteratur.
Hoffman, G., & A. Hornung
(Eds.) (1996) Ethics and aesthetics: The moral turn of postmodernism. Heidelberg: Universitätsverlag Winter.
Hultman, T. G., & Westman, M.
(1977) Gymnasistsvenska. Lund: LiberLäromedel.
Hunston, S., & Thompson, G.
(2000) Evaluation in text. Authorial stance and the construction of discourse. Oxford: Oxford University Press.
Hyland, K.
(2004) Genre and second language writing. Ann Arbor: The University of Michigan Press.Crossref link
Ivanic, R.
(1998) Writing and identity. The discoursal construction of identity in academic writing. Amsterdam: John Benjamins. Crossref link
(2004) Discourses of writing and learning to write. Language and Education, 18(3), 220–245. Crossref link
Janks, H., Dixon, K., Ferreia, A., Granville, D., & Newfield, D.
(2014) Doing critical literacy. Texts and activities for students and teachers. London: Routledge.
Jansson, B. C.
(2005) Episkt dubbelspel. Om faktionsberättelser i film, litteratur och tv. Uppsala: Hallgren & Fallgren.
Jarvis, S., & Pavlenko, A.
(2008) Crosslinguistic influence in language and cognition. Abingdom: Routledge.
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.Crossref link
Jonsson, C.
(2006) Läsningens och skrivandets bilder. En analys av villkor och möjligheter för barns läs- och skrivutveckling. Umeå: Umeå universitet. /diss/.
Kamberelis, G.
(1999) Genre development and learning: Children writing stories, science reports, and poems. Research in the Teaching of English, 33, 403–463.
Karlsson, A-M.
(2002) Skriftbruk i förändring. En semiotisk studie av den personliga hemsidan. Stockholm: Acta Universitatis Stockholmiensis. /diss/.
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.
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.
Kellogg, R.
(1994) The psychology of writing. New York: Oxford University Press.
(2006) Training writing skills: A cognitive developmental perspective. Journal of writing research, 1 (1), 1–26. Crossref link
Kerby, A. P.
(1991) Narrative and the self. Bloomington: Indiana University Press.
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. Crossref link
Kress, G.
(1994) (2nd ed.). Learning to write. London: Routledge.
(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.
(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.
Kress, G., & van Leeuwen, T.
(1996) Reading images. The grammar of visual design. London and New York: Routledge.
Kvale, S., & Brinkmann, S.
(2012) (2nd ed.) Den kvalitativa forskningsintervjun. Lund Studentlitteratur.
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.
Lakoff, G., & Johnson, M.
(1980) Metaphors we live by. Chicago and London: The University of Chicago Press.
Langer, J. A.
(1986) Children reading and writing: Structures and strategies. Norwood, NJ: Ablex Publishing Cooperation.
(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.
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.
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.
Larsen-Freeman, D.
(1997) Chaos/complexity science and second language acquisition. Applied Linguistics, 18. 141–165. Crossref link
Larsson, K.
(1984) Skrivförmåga. Studier i svenskt elevspråk. Malmö: Liber Förlag.
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. Crossref link
Lave, J., & Wenger, E.
(1991) Situated learning: Legitimate peripheral participation. New York: Cambridge University Press Crossref link
Lazaraton, A.
(1992) Linking ideas with AND in spoken and written discourse. International Review of Applied Linguistics, 30(3), 191–206. Crossref link
Liberg, C.
(1990) Learning to read and write. Institutionen för lingvistik, Uppsala universitet: Reports from Uppsala University Linguistics, (RUUL) 20. /diss/.
(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.
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.
Loebell, H., & Bock, K.
(2003) Structural priming across languages. Linguistics, 41, 791–824. Crossref link
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.
Lorentzen, R. T.
(1995) To-from: A key to understanding early writing (pp. 1–15). Skrive-PUFF-rapport No. 16. Trondheim: Allforsk.
Lunenfeld, P.
(2000) Snap to grid: A user’s guide to digital arts, media and cultures. Cambridge, MA: MIT Press.
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.Crossref link
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/.
Macken-Horarik, M.
(2003) APPRAISAL and the special instructiveness of narrative. Text, 23(2), 285–312. Crossref link
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/.
Malmgren, L-G.
(1997) Åtta läsare på mellanstadiet. Litteraturläsning i ett utvecklingsperspektiv. Lund: Studentlitteratur.
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.
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. Crossref link
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.
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. Crossref link
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).
(1984) Language, register and genre. In F. Christie (Ed.), Children writing: A reader (pp. 21–29). Geelong, Vic.: Deakin University Press.
(1989) Factual writing: Exploring and challenging social reality (first published 1985) Victoria: Deakin University Press. Oxford: Oxford University Press.
(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.
(1996) Waves of abstraction: Organizing exposition. The Journal of TESOL France, 3(1), 87–104.
(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.
(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.
Martin, J. R. & Rose, D.
(2007) (2nd ed.). Working with discourse. Meaning beyond the clause. London: Continuum.
Martin, J. R., & Rose, D.
(2008) Genre relations. Mapping culture. London: Equinox.
Martin, J. R., & White, P. R. R.
(2005) The language of evaluation: Appraisal in English. New York: Palgrave Macmillan.Crossref link
Matthiessen, C. M. I. M.
(1995) Lexicogrammatical cartography: English systems. Tokyo: International Language Sciences Publishers.
Maun, I., & Myhill, D.
(2005) Text and design, writers as designers. English in Education, 39(2), 5–21. Crossref link
Mayer, M.
(1969) Frog, where are you? New York: Dial Books for Young Children.
McAdams, D. P.
(2001) The psychology of life stories. Review of General Psychology 5(2), 100–22. Crossref link
McCabe, M., O’Donnell, M., & Whittaker, R.
(Eds.) (2007) Advances in language and education. London and New York: Continuum.
McCutchen, D., Francis, M., & Kerr, S.
(1997) Revising for meaning: Effects of knowledge and strategy. Journal of Educational Psychology, 89, 667–676. Crossref link
McGann, J.
(2001) Radiant textuality. Literature after the world wide web. New York & Houndsmill: Palgrave Macmillan. Crossref link
McLane, J., & McNamee, J.
(1990) Early Literacy. Cambridge: MA: Harvard University Press.
McLaughlin, B.
(1990) Restructuring. Applied Linguistics, 11, 1–16. Crossref link
Mehlum, A.
(1995) Skrivundervisning. Mellan styrning och frihet. Lund: Studentlitteratur.
Myhill, D. A.
(2008) Towards a linguistic model of sentence development in writing. Language and Education, 22 (5), 271–288. Crossref link
(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. Crossref link
(2009) Developmental trajectories in mastery of paragraphing: Towards a model of development. Written Language and Literacy, 12 (1), 26–51. Crossref link
Myhill, D. A., Jones, S., & Wilson, A.
(2016) Writing conversations: fostering discussion about writing. Research Papers in Education, 31(1), 23–44.Crossref link
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.
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.
Newcombe, N. S., & Huttenlocher, J.
(2000) Making space: The development of spatial representation and reasoning. London: The MIT Press.
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.
Newkirk, T.
(1989) More than stories: The range of children’s writing. Portsmouth, NH: Heinemann.
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.
Nikolajeva, M.
(2004) (2nd ed.) Barnbokens byggklossar. Lund: Studentlitteratur.
(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. Crossref link
(2014) Reading for learning: Cognitive approaches to children’s literature. Amsterdam: John Benjamins. Crossref link
Nordenfors, M.
(2011) Skriftspråksutveckling under högstadiet. Göteborg: Gothenburg University Press. Göteborgsstudier i nordisk språkvetenskap 16: Institutionen för svenska språket. /diss/.
Norrby, C.
(2004) (2nd ed.) Samtalsanalys: så gör vi när vi pratar med varandra. Lund: Studentlitteratur.
Nystrand, M.
(1986) The structure of written communication. Studies in reciprocity between writers and readers. Orlando: Harcourt Brace Jovanovich Publishers.
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.
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/.
(2001) Hur hänger det ihop? En bok om textbindning. Uppsala: Hallgren & Fallgren.
Oatley, K.
(2006) Such stuff as dreams. The psychology of fiction. Oxford: Wiley-Blackwell.
Oatley, K., & Johnson-Laird, P. N.
(2011) Basic emotions in social relationships, reasoning, and psychologicl illnesses. Emotion Review, 3(4), 424–433. Crossref link
Olin-Scheller, C.
(2006) Mellan Dante och Big Brother: En studie av gymnasieelevers textvärldar. Estetisk-filosofiska fakulteten, Litteraturvetenskap. Karlstad: Karlstads universitet. /diss/.
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. Crossref link
Ortega, L. & Byrnes, B.
(Eds.) (2008) The longitudinal study of advanced L2 capacities. Mahwah, N.J: Lawrence Erlbaum Associates.
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/.
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. Crossref link
Page, E. P.
(2012) Stories and social media. Identities and interaction. New York: Routledge.
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.
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.
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/.
Perera, K.
(1984) Children’s writing and reading. Analysing classroom language. Oxford and New York: Blackwell.
(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.
Pettersson, Å.
(1989) Utvecklingslinjer och utvecklingskrafter i elevernas uppsatser. In: C. Sandqvist & U. Teleman (Eds.) Språkutveckling under skoltiden (pp. 159–184). Lund: Studentlitteratur.
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. Crossref link
Pontecorvo, C.
(Ed.) (1997) Writing development: An interdisciplinary view. Amsterdam: John Benjamins. Crossref link
Prior, P.
(1991) Contextualizing writing and response in a graduate seminar. Written Communication, 8, 267–310. Crossref link
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. Crossref link
Radway, J. A.
(1984) Reading the romance. Women, patriarchy, and popular literature. Chapel Hill, NC. University of North Carolina Press.
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.
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. Crossref link
Romaine, S.
(1984) The language of children and adolescents: The acquisition of communicative competence. Oxford: Basil Blackwell.
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.
Russell, D.
(1997) Rethinking genre in school and society. An activity theory analysis. Written Communication, 14, 504–554. Crossref link
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. Crossref link
Ryan, M-L.
(Ed.) (2004) Narrative across media: The languages of storytelling. Lincoln: U of Nebraska Press.
Sarland, C.
(1991) Young people reading: Culture and response. Philadelphia: Open University Press.
Sarrimo, C.
(2012) Jagets scen. Självframställning i olika medier. Göteborg & Stockholm: Makadam.
Schleppegrell, M.
(2004) The language of schooling. A Functional linguistics perspective. Mahwah, New Jersey: Lawrence Erlbaum Associates.
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. Crossref link
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. Crossref link
Senje, T. & Skjong, S.
(2010) (3rd ed.). Elevfortellinger. Analyse og vurdering. Oslo: Cappelen Akademisk Forlag.
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.
Sharples, M.
(1999) How we write: Writing as creative design. London: Routledge.Crossref link
Singer, M., Graesser, A. C., & Trabasso, T.
(1994) Minimal or global inference during reading. Journal of Memory and Language, 33 (4), 421–441. Crossref link
(2006) Curriculum for the non-compulsory school system Lpf 94. SKOLFS 2006 Stockholm.
(1980) Läroplan för grundskolan, Lgr 80. Allmän del: mål och riktlinjer: Kursplaner: Timplaner. Stockholm.
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.
(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.
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.
(2002) Double histories in multivocal classrooms. Notes toward an ecological account of writing. Written Communication, 19(3), 414–443. Crossref link
(2004) Sjangrer og stemme i norskrommet. Oslo: Universitetsforlaget.
Smith, F.
(1983) Reading like a writer. Language Arts, 60(5), 558–567.
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.
Street, B.
(1995) Social literacies: Critical perspectives on literacy in development, ethnography and education. London: Longman.
Strong, W.
(1986) Creative approaches to sentence combining. Urbana, IL: National Council of Teachers of English.
Strömquist, S.
(1987) Styckevis och helt: Om styckeindelningen roll i skrivprocessen och bruket av nytt stycke i svenska elevuppsatser. Malmö: LiberFörlag. /diss/.
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.
Strömqvist, S., & Verhoeven, L.
(2004) (Eds.). Relating events in narrative across languages, cultures and genres. Mahwah, NJ: Lawrence Erlbaum Associates.
Swales, J.
(1990) Genre analysis. Cambridge, UK: Cambridge University Press.
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.
(2010b) Lärande & kulturella redskap. Om lärprocesser och det kollektiva minnet. Stockholm: Norstedts.
Talmy, L.
(1991) Path to realization: A typology of event conflation. Proceedings of the Berkeley Linguistics Society, 17, 480–519.Crossref link
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. Crossref link
Thurlow, C., Lengel, L., & Tomic, A.
(2004) Computer-mediated communication: Social interaction and the internet. London: Sage.
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. Crossref link
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.
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. Crossref link
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. Crossref link
Unsworth, L.
(2000) Introduction. In (ibid. Ed.) Researching language in schools and communities: Functional linguistic perspectives (pp. vii–ix). Washington, DC: Cassell.
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.
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.
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.
(2002) Forskningsetiska principer inom humanistisk- samhällsvetenskaplig forskning. Vetenskapsrådet.
Vygotsky, L. S.
(1978) Mind in society. The development of higher psychological processes. Cambridge. Mass: Harvard University.
Wagner, Å. K. H., Uppstad, P. H., & Strömqvist, S.
(2010) Den flerspråkiga människan: En bok om skriftspråkslärande. Lund: Studentlitteratur.
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. Crossref link
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).
Wertsch, J. V.
(1991) Voices of the mind: A sociocultural approach to mediated action. Cambridge, Mass: Harvard University Press.
Whittaker, R., O’Donnell, M., & McCabe, A.
(Eds.) (2006) Language and literacy. Functional approaches. London and New York: Continuum.
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/.
Witte, S. P.
(1987) Pre-text and composing. College composition and communication 38, 397–425. Crossref link
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. Crossref link
Wright, R. E., & Rosenberg, S.
(1993) Knowledge of text coherence and expository writing: A developmental study. Journal of Educational Psychology, 85, 152–158. Crossref link
Zunshine, L.
(2006) Why we read fiction: Theory of mind and the novel. Theory and interpretation of narrative. Colombus: The Ohio State University Press.
BIC Subject: CJCW – Writing skills
U.S. Library of Congress Control Number:  2017058998