Page 53 - Igor Ž. Žagar in Ana Mlekuž, ur. ▪︎ Raziskovanje v vzgoji in izobraževanju. Ljubljana: Pedagoški inštitut, 2019. Digitalna knjižnica, Dissertationes 37
P. 53
the challenge of positioning one’s research question in the state of the art ...
Figure 2: Phases of a writing project.
The aim of process oriented writing didactics is on the one hand to aid
the writer through didactical methods, which are attuned to the goal of the
particular phase, on the other to foster the writer’s development. Thus, giv-
ing constructive feedback and fostering reflection of the writer’s preferenc-
es, strategies, and habits complement the more product-oriented methods.
The aim is to support the writer in developing an awareness of his/her own
capabilities, a variety of strategies to get out of “stuck places”, and some-
times simply knowledge.
Getting Started
Novice academic writers often expect that their writing project starts with
writing the first sentence of what will be the final text. In tackling increas-
ingly demanding writing projects, there are to realize is that a project starts
with a first idea, which is to be developed towards a research question in
various iterations. In other words, they “discover” the first two phases of
a writing project (as depicted in figure 2) as necessary. These may involve
a variety of intermediate products (###), for example a first sketch jotted
onto a napkin, clusters or mindmaps, various types of visualization, piec-
es of exploratory writing, a journal, or an exposé. Understanding that these
are preliminary, but legitimate outcomes of work already poses a relief to
many.
going to iterations, lends itself more to the idea of stages the project is proceed-
ing through at the macro-level and to writing process for writing-as-it-is-happening.
(For a detailed argumentation see Roemmer-Nossek, 2017.)
53
Figure 2: Phases of a writing project.
The aim of process oriented writing didactics is on the one hand to aid
the writer through didactical methods, which are attuned to the goal of the
particular phase, on the other to foster the writer’s development. Thus, giv-
ing constructive feedback and fostering reflection of the writer’s preferenc-
es, strategies, and habits complement the more product-oriented methods.
The aim is to support the writer in developing an awareness of his/her own
capabilities, a variety of strategies to get out of “stuck places”, and some-
times simply knowledge.
Getting Started
Novice academic writers often expect that their writing project starts with
writing the first sentence of what will be the final text. In tackling increas-
ingly demanding writing projects, there are to realize is that a project starts
with a first idea, which is to be developed towards a research question in
various iterations. In other words, they “discover” the first two phases of
a writing project (as depicted in figure 2) as necessary. These may involve
a variety of intermediate products (###), for example a first sketch jotted
onto a napkin, clusters or mindmaps, various types of visualization, piec-
es of exploratory writing, a journal, or an exposé. Understanding that these
are preliminary, but legitimate outcomes of work already poses a relief to
many.
going to iterations, lends itself more to the idea of stages the project is proceed-
ing through at the macro-level and to writing process for writing-as-it-is-happening.
(For a detailed argumentation see Roemmer-Nossek, 2017.)
53
