Applying the ‘Social Turn’ in writing scholarship to perspectives on writing self-efficacy

The aim of this paper is to explore the fit between the cognitive concept of writing self-efficacy and a socially constructed epistemology of writing. Socially constructed perspectives on writing emphasise context and community and include academic literacies, rhetorical genre theory, and the writin...

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Autores principales:	Kim M. Mitchell, Diana E. McMillan, Michelle M. Lobchuk
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2019
Materias:	Writing self-efficacy social cognitive theory socially constructed epistemology academic literacies activity theory rhetorical genre theory Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/23368006399f44639c989854a536e820
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spelling	oai:doaj.org-article:23368006399f44639c989854a536e8202021-11-29T14:02:36ZApplying the ‘Social Turn’ in writing scholarship to perspectives on writing self-efficacy10.47408/jldhe.v0i15.5121759-667Xhttps://doaj.org/article/23368006399f44639c989854a536e8202019-11-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/512https://doaj.org/toc/1759-667XThe aim of this paper is to explore the fit between the cognitive concept of writing self-efficacy and a socially constructed epistemology of writing. Socially constructed perspectives on writing emphasise context and community and include academic literacies, rhetorical genre theory, and the writing across the curriculum movement. These perspectives have been prominent in theoretical discussions of writing since the 1980s. This paper argues that the measurement of writing self-efficacy has continued to prioritise assessing writing self-efficacy as ability to successfully accomplish superficial writing product and process features, while the social context of writing and its resultant impacts on the identity forming, relational, emotional and creative impacts on writing self-efficacy have been largely ignored. The historical context of paradigmatic shifts in writing theory will be discussed with a lens towards proposing a synthesis of three constructionist situated perspectives - activity theory, rhetorical genre theory, and communities of practice - and how these situated perspectives may inform a more complete view of how writing self-efficacy should be assessed and measured. How practitioners may consider the merger of these theories in writing pedagogy will be introduced to inspire future research.Kim M. MitchellDiana E. McMillanMichelle M. LobchukAssociation for Learning Development in Higher Education (ALDinHE)articleWriting self-efficacysocial cognitive theorysocially constructed epistemologyacademic literaciesactivity theoryrhetorical genre theoryTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 15 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	Writing self-efficacy social cognitive theory socially constructed epistemology academic literacies activity theory rhetorical genre theory Theory and practice of education LB5-3640
spellingShingle	Writing self-efficacy social cognitive theory socially constructed epistemology academic literacies activity theory rhetorical genre theory Theory and practice of education LB5-3640 Kim M. Mitchell Diana E. McMillan Michelle M. Lobchuk Applying the ‘Social Turn’ in writing scholarship to perspectives on writing self-efficacy
description	The aim of this paper is to explore the fit between the cognitive concept of writing self-efficacy and a socially constructed epistemology of writing. Socially constructed perspectives on writing emphasise context and community and include academic literacies, rhetorical genre theory, and the writing across the curriculum movement. These perspectives have been prominent in theoretical discussions of writing since the 1980s. This paper argues that the measurement of writing self-efficacy has continued to prioritise assessing writing self-efficacy as ability to successfully accomplish superficial writing product and process features, while the social context of writing and its resultant impacts on the identity forming, relational, emotional and creative impacts on writing self-efficacy have been largely ignored. The historical context of paradigmatic shifts in writing theory will be discussed with a lens towards proposing a synthesis of three constructionist situated perspectives - activity theory, rhetorical genre theory, and communities of practice - and how these situated perspectives may inform a more complete view of how writing self-efficacy should be assessed and measured. How practitioners may consider the merger of these theories in writing pedagogy will be introduced to inspire future research.
format	article
author	Kim M. Mitchell Diana E. McMillan Michelle M. Lobchuk
author_facet	Kim M. Mitchell Diana E. McMillan Michelle M. Lobchuk
author_sort	Kim M. Mitchell
title	Applying the ‘Social Turn’ in writing scholarship to perspectives on writing self-efficacy
title_short	Applying the ‘Social Turn’ in writing scholarship to perspectives on writing self-efficacy
title_full	Applying the ‘Social Turn’ in writing scholarship to perspectives on writing self-efficacy
title_fullStr	Applying the ‘Social Turn’ in writing scholarship to perspectives on writing self-efficacy
title_full_unstemmed	Applying the ‘Social Turn’ in writing scholarship to perspectives on writing self-efficacy
title_sort	applying the ‘social turn’ in writing scholarship to perspectives on writing self-efficacy
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2019
url	https://doaj.org/article/23368006399f44639c989854a536e820
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Applying the ‘Social Turn’ in writing scholarship to perspectives on writing self-efficacy

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