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ERIC Number: ED232159
Record Type: Non-Journal
Publication Date: 1979
Pages: 18
Abstractor: N/A
Reference Count: N/A
Written Language Communities: Writing in the Context of Reading.
Bazerman, Charles
Without a clear idea of the continuity of literary traditions, one is apt to lose a firm grasp on the distinctive qualities of literacy and literate communities. Literary history teaches that writers arise out of literary traditions. In the United States in the last few decades, however, the act of writing has come to be seen as an act of totally individual creation. The writer's voice is apart from the social world rather than within it. With neither an unproblematic tradition to draw on nor a predisposition to search out literate continuity, composition theory has ignored the connection between what one reads and what one writes. Shared interests and communication in time may lead to a shared tradition of readings. The common readings facilitate common perspectives, issues, language, and understanding, so that new writing may contribute to an evolving corpus of statements that transcend the limits of ordinary social groups. Few documents are written for all times, places, and audiences. To understand the purposes, messages, and interactions of writing, students need to look to the social contexts out of which the writing arises and the social contexts toward which the writing is directed. Writing pedagogy may be seen as providing the students the means for entering into literate communities. The recent pedagogic interest in writing across the curriculum is clearly a movement to seat writing within identifiable social literate contexts. (HOD)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A