Abstract
This chapter casts academic writing performed in classrooms as a democratic activity. Specifically, this chapter draws on the notions of self-authorship and provides a template for teachers and students to use to guide their writing through different levels of cognitive development, from summary, to evaluation to creation. This process is linked to citizenship because summary, evaluation and creation are cast as necessary to grapple with the ever-increasing amounts of information. This chapter also promotes the idea that students should use their writing to create insights for democracy, which later generations can make meaning from. The chapter concludes by linking the ideas of writing for democracy with relevant skills, dispositions and school climate attributes.
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Letizia, A.J. (2017). Writing for Democracy. In: Democracy and Social Justice Education in the Information Age. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-40769-2_9
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