Shared Territory: Understanding Children's Writing as Works

Oxford University Press, 1991 M11 14 - 240 páginas
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This book brings together Patricia F. Carini's concept of the developing child as a "maker of works" and M.M. Bakhtin's theory of language as "hero" to re-examine how we have defined and researched early written language development. Through a collection of five essays and a documentary account of one young writer, Himley explores fundamental questions about development, language use and learning, and phenomenological reading or description as a possible interpretive methodology in education and research. She demonstrates how to understand writing as the complex semiotic authoring of self and culture enacted through actual moments of concrete language use.

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Situating the Study Mapping the Argument
The Child Making
The Person Speaking
A Child Writing
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Página 97 - The word in language is half someone else's. It becomes 'one's own' only when the speaker populates it with his own intention, his own accent, when he appropriates the word, adapting it to his own semantic and expressive intention.
Página 110 - It is a phenomenon general enough and distinctive enough to suggest that what we are seeing is not just another redrawing of the cultural map — the moving of a few disputed borders, the marking of some more picturesque mountain lakes — but an alteration of the principles of mapping. Something is happening to the way we think about the way we think.
Página 195 - Vygotsky termed this difference between the two levels the zone of proximal development, which he defined as "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers
Página 70 - As a living, socio-ideological concrete thing, as heteroglot opinion, language, for the individual consciousness, lies on the borderline between oneself and the other. The word in language is half someone else's.
Página 106 - In the actual life of speech, every concrete act of understanding is active: it assimilates the word to be understood into its own conceptual system filled with specific objects and emotional expressions, and is indissolubly merged with the response, with a motivated agreement or disagreement.
Página 70 - Each and every word expresses the "one" in relation to the "other." I give myself verbal shape from another's point of view, ultimately, from the point of view of the community to which I belong. A word is a bridge thrown between myself and another. If one end of the bridge depends on me, then the other depends on my addressee. A word is territory shared by both addresser and addressee, by the speaker and his interlocutor.
Página 3 - The authentic environment of an utterance, the environment in which it lives and takes shape, is dialogized heteroglossia, anonymous and social as language, but simultaneously concrete, filled with specific content and accented as an individual utterance.
Página 96 - Each separate utterance is individual, of course, but each sphere in which language is used develops its own relatively stable types of these utterances. These we may call speech genres.
Página 93 - In separating language from speaking we are at the same time separating: (1) what is social from what is individual; and (2) what is essential from what is accessory and more or less accidental.
Página 106 - A meaning only reveals its depths once it has encountered and come into contact with another, foreign meaning: they engage in a kind of dialogue, which surmounts the closedness and one-sidedness of these particular meanings, these cultures.

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