Bibliographische Detailangaben
Beteiligte: Mlynarczyk, Rebecca Williams
In: Journal of Basic Writing, 25, 2006, 1, S. 4-25
veröffentlicht:
City University of New York
Medientyp: Artikel, E-Artikel

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weitere Informationen
Umfang: 4-25
ISSN: 0147-1635
veröffentlicht in: Journal of Basic Writing
Sprache: Englisch
Kollektion: sid-55-col-jstoras14
JSTOR Arts & Sciences XIV Archive
Inhaltsangabe

<p>More than ten years have passed since the widely publicized debate about personal and academic writing that played out in the 1990s between Peter Elbow and David Bartholomae. But the question of the relative merits of these two different types of writing for student writers continues to be an issue of concern for teachers of composition, especially teachers of basic writing. In this article, I take another look at this important question. Using the psycholinguistic theories of Jerome Bruner and James Britton as the basis for analysis, I reconsider the Elbow-Bartholomae debate. Then, using data from a qualitative study of reflective journal writing I conducted, I argue that all students—and especially basic writers—need to reflect on their reading using personal, expressive language in order to acquire genuine academic discourse.</p>