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Writers’ Positions

Chapter

Abstract

How do students learn from creative writing for critical thinking? This chapter shows that writers try out discoursal identities they wish to ascribe to themselves and leave out those that they are uninterested in. What and who the writer becomes through discoursal choices create a dominant perspective through which the writer views the assignment, and this has a decisive impact on what the writer learns. Based on these observations, I have structured the results as three prototypical writers’ positions with a variation in each. The names assigned to the positions, the genre-, the process- and the research-oriented positions, mirror the driving motives and objects that are the main focus in each learning trajectory.

Keywords

Prototypical writing identities Positions Positioning Learning trajectory Writers 

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Copyright information

© The Author(s) 2018

Authors and Affiliations

  1. 1.Södertörn UniversityStockholmSweden

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