000			03073naaaa2200301uu 4500
001			https://directory.doabooks.org/handle/20.500.12854/70861
020			_a9780367508142
020			_a9780367508166
041	0		_aEnglish
042			_adc
072		7	_aJN _2bicssc
100	1		_aMüller, Nora _4auth
700	1		_aLindefjeld, Katharina _4auth
700	1		_aBusse, Vera _4auth
245	1	0	_aChapter 7 Underlying beliefs about writing and teaching writing in Germany : An analysis of policy documents for German in Year 9 at secondary school
260			_bTaylor & Francis _c2021
300			_a1 electronic resource (25 p.)
506	0		_aOpen Access _2star _fUnrestricted online access
520			_aAssumptions about good writing and teaching writing have undergone various changes during the last century. This chapter summarises relevant changes in Germany's approaches to teaching writing and then uncovers underlying values and beliefs about writing in current German policy documents by focusing on Hauptschule Year 9, where students can achieve the first general education qualification that entitles apprenticeship admission. In particular, we analyse national Educational Standards and a sample of federal Curricula by drawing on discourses of writing (DoW) and learning to write outlined by Ivanič (2004). Although there are clear variations among federal states, a common denominator is the dominance of the genre and skills discourses. At the same time, there is a lack of consistent references to discourses relating to process-oriented writing and creativity. The sociopolitical and social practices DoW are completely absent. We show that the focus on genre and skills can partly be explained by Germany's educational legacy but also by the growing emphasis on output orientation in educational policy documents, which is accompanied by writing assessments focused on aspects of literacy that are easier to evaluate (e.g., reading and orthography). We argue that policy documents need to be more closely connected to values and beliefs of what constitutes good writing by current writing scholars.
540			_aCreative Commons _fhttps://creativecommons.org/licenses/by-nc-nd/4.0/ _2cc _4https://creativecommons.org/licenses/by-nc-nd/4.0/
546			_aEnglish
650		7	_aEducation _2bicssc
653			_awriting studies, writing development, cross-national writing research, school writing, curricular analysis, curriculum, assessment tools, national education
773	1	0	_0OAPEN Library ID: https://library.oapen.org/handle/20.500.12657/49599 _tInternational Perspectives on Writing Curricula and Development _7nnaa
856	4	0	_awww.oapen.org _uhttps://library.oapen.org/bitstream/20.500.12657/49599/1/9781003051404_oachapter7.pdf _70 _zDOAB: download the publication
856	4	0	_awww.oapen.org _uhttps://library.oapen.org/bitstream/20.500.12657/49599/1/9781003051404_oachapter7.pdf _70 _zDOAB: download the publication
856	4	0	_awww.oapen.org _uhttps://directory.doabooks.org/handle/20.500.12854/70861 _70 _zDOAB: description of the publication
999			_c37177 _d37177