Journal of Deaf Studies and Deaf Education, Vol 4, 37-49, Copyright © 1999 by Oxford University Press
C Mayer
All writers face the challenge of making meaning on a blank page. They
struggle to make meaning for themselves and to communicate this meaning to
the potential readers of their texts. Although, in this way, the
act of writing can be perceived as a solitary
endeavor, the activity of writing, as one aspect of
literacy development, is embedded in a sociocultural framework and must be
considered not only from the perspective of an individual's mental
functioning but from the social context in which it exists. What follows is
a preliminary report from a larger case study examining the composing
processes of four deaf student writers. This broader study aspires to the
goal of sociocultural research, which is to understand the relationship
between human mental functioning, on one hand and cultural historical and
institutional settings, on the other (Wertsch, 1995). From such a
perspective, individual mental processes and sociocultural setting are
understood in terms of this relationship, and human action is understood in
the context of interrelated moments. I focus on one 'moment' of the writing
process that I will term, to borrow a phrase from Stephen Krashen (1977)
and James Britton (1978), 'shaping at the point of utterance.' In other
words, I will explore what deaf writers do as they face the 'challenge of
the blank page.'
ARTICLES
Shaping at the point of utterance: an investigation of the composing processes of the deaf student writer
95 Ferrier Avenue, Toronto, Ontario, Canada M4K 3H6. E-mail: cmayer@oise.utoronto.ca
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