Text as Design, Writers as Designers

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Text as Design, Writers as Designers

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dc.contributor.author Myhill, Debra en_GB
dc.contributor.author Maun, Ian en_GB
dc.contributor.department University of Exeter en_GB
dc.date.accessioned 2008-08-27T14:08:05Z en_GB
dc.date.accessioned 2011-01-25T11:51:43Z en_US
dc.date.accessioned 2013-03-20T16:41:20Z
dc.date.issued 2005 en_GB
dc.description.abstract Acknowledging the changing nature of writing in the 21st century, particularly the increasing significance of visual characteristics in written texts, this paper explores the implications of multimodality for the pedagogy of writing. It considers the potential disjunction between children’s life experiences of written texts and the demands of the writing curriculum, particularly in the secondary phase, and whilst arguing for greater recognition of the role of the visual, the paper also notes the importance of ensuring all children also have access to powerful verbal texts. Drawing on two separate research studies, the paper demonstrates how visual characteristics of written texts influence readers’ responses to texts, but also how writers are aware of some of the choices they make in shaping verbal texts. The paper argues for a reconceptualisation of the writing process as a design process, and for a pedagogy of writing which encourages, supports and enables writers to become confident and effective designers of texts. en_GB
dc.identifier.citation 39 (2) 5-21 en_GB
dc.identifier.uri http://hdl.handle.net/10036/36692 en_GB
dc.language.iso en en_GB
dc.publisher NATE en_GB
dc.subject writing en_GB
dc.subject Design en_GB
dc.subject English en_GB
dc.subject MFL en_GB
dc.title Text as Design, Writers as Designers en_GB
dc.type Article en_GB
dc.date.available 2008-08-27T14:08:05Z en_GB
dc.date.available 2011-01-25T11:51:43Z en_US
dc.date.available 2013-03-20T16:41:20Z
dc.identifier.journal English in Education en_GB


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