This Handbook critically examines research and theoretical issues that impact writing development from the early years through to adulthood. It provides those researching or teaching literacy with one of the most academically authoritative and comprehensive works in the field. With expert contributors from across the world, the book represents a detailed and valuable overview of a complex area of study.

Section I

Section I


Theoretical Perspectives

This section of the Handbook sets out to map the landscape in terms of the theoretical frameworks which underpin research in writing and writing development and to provide a touchstone upon which the thinking and insights in subsequent chapters can be tested. The field of research in writing is relatively young, unlike the well-developed parallel fields in language acquisition or reading, and its impact on instructional design and pedagogy has been limited. Indeed, Hayes and Flower's (1980) model of the writing process was arguably a turning point in the field, triggering a growth in empirical studies, which still flourishes today. However, that is only part of the story.

The field of writing research is not a unified, coherent one and it is ...

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