Annotated bibliography

Annotated bibliography - Annotated Bibliography Branch,...

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Annotated Bibliography Branch, Kirk. “ From the Margins at the Center: Literacy, Authority, and the Great Divide .” College Composition and Communication. 50.2 (1998): 206-231. JSTOR. Web. 12 Oct. 2010. Deconstructs the “Literacy Narrative” of a heroic teacher imparting learning or inspiring interest in his students. Rejects literacy (which is apropos to our investigation insofar as the term literate contains a degree of intrinsic interest and motivation) as an extra-cultural variable, and places it in the context. When literacy (or facility with college writing) can be understood to be serving student purposes (by students and instructors). Raises in my mind the idea of students diagnosing their self efficacy. Bruning, Roger, and Christy Horn. "Developing Motivation to Write." Educational Psychologist . 35.1 (2000): 25-37. Print. Postulates four different “conditions” which are said to be “keys to developing motivation.” 1. Nurturing functional beliefs about writing, 2. Fostering engagement using authentic writing tasks. 3. Providing a supportive context for writing, 4. Creating a positive emotional environment. Each of these conditions represents multiple behaviors that the authors identify as necessary to the development of the motivation to write. Self-efficacy is tied to motivation to write and self-efficacy in writing is a developmental process. Clark, Carol L. Crossing the Writing Threshold . , 1991. Print. Identifies three “precipitating states” to the writing process which act as motivators to the writing process by pushing writers over the edge from planning or thinking about writing to actually writing, what the author calls the threshold of writing:
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1. Deadline anxiety: the author found that some writers need a deadline to motivate them to write. She identifies these writers as “one draft” writers who are “incurable procrastinators” who, even though they put off writing until the night before an assignment is due, usually get the assignment done. In this instance, the looming deadline is what precipitates the writing process. 2. Conscious intent: these are writers who plan their writing, or who have a regular writing time each day. These writers set goals and keep the “deadline in mind” but are not “deadline driven”. 3. Creative flow: these writers wait to write until they have a “flash of insight” . . “in which they make intuitive connections” regarding the information they have read / received. The writer who had conscious intent also experienced periods of creative flow, but had an “internal regulation” and “ability to create enjoyment” in the writing process which allowed him, “the patience and command of thought to lay out his materials in such a deliberate and compelling fashion.” Duijnhouwer, Hendrien, Frans J. Prins, and Karel M. Stokking. "Progress feedback effects on students' writing mastery goal, self-efficacy beliefs, and performance." Educational Research & Evaluation
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This note was uploaded on 09/05/2011 for the course ENGLISH 101 taught by Professor Bailey during the Spring '11 term at Boise State.

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Annotated bibliography - Annotated Bibliography Branch,...

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