(U)synlig læring og modeltekster - erfaringer med elevstyret imitatio i modersmålundervisning
(2015) In Rhetorica Scandinavica 19(70). p.51-73- Abstract
- Genre pedagogy is widely proliferated in Scandinaviaand shares a number of features with the rhetorical tradition ofimitation. The strengths and weaknesses of the two approachesare quite similar and both can be criticized for being focused onskills and reproduction rather than on bildungand change. Thisarticle describes the aims and values of each approach anddiscusses them in the light of a case study of student-drivenimitation that was conducted as action research in collaborationwith two teachers in Danish upper secondary school. The studyshows how model texts introduced by teachers have a strongeffect on students' approach to writing. It also shows that students can work independently and critically with texts oftheir own choice,... (More)
- Genre pedagogy is widely proliferated in Scandinaviaand shares a number of features with the rhetorical tradition ofimitation. The strengths and weaknesses of the two approachesare quite similar and both can be criticized for being focused onskills and reproduction rather than on bildungand change. Thisarticle describes the aims and values of each approach anddiscusses them in the light of a case study of student-drivenimitation that was conducted as action research in collaborationwith two teachers in Danish upper secondary school. The studyshows how model texts introduced by teachers have a strongeffect on students' approach to writing. It also shows that students can work independently and critically with texts oftheir own choice, setting goals for their development as writersor rhetors, and letting sediments from the model texts settle intheir own writing in rhetorically fitting ways. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/e98e5a4b-9a27-480a-8843-4cd1ff16e2bb
- author
- Matthiesen, Christina LU
- publishing date
- 2015
- type
- Contribution to journal
- publication status
- published
- keywords
- Læring og læringsmiljøer
- in
- Rhetorica Scandinavica
- volume
- 19
- issue
- 70
- pages
- 23 pages
- publisher
- Retorikförlaget
- ISSN
- 1397-0534
- language
- English
- LU publication?
- no
- id
- e98e5a4b-9a27-480a-8843-4cd1ff16e2bb
- alternative location
- https://rhs.retorikforlaget.se/index.php/rhs/article/view/92
- date added to LUP
- 2025-08-08 15:16:36
- date last changed
- 2025-08-18 13:29:06
@article{e98e5a4b-9a27-480a-8843-4cd1ff16e2bb,
abstract = {{Genre pedagogy is widely proliferated in Scandinaviaand shares a number of features with the rhetorical tradition ofimitation. The strengths and weaknesses of the two approachesare quite similar and both can be criticized for being focused onskills and reproduction rather than on bildungand change. Thisarticle describes the aims and values of each approach anddiscusses them in the light of a case study of student-drivenimitation that was conducted as action research in collaborationwith two teachers in Danish upper secondary school. The studyshows how model texts introduced by teachers have a strongeffect on students' approach to writing. It also shows that students can work independently and critically with texts oftheir own choice, setting goals for their development as writersor rhetors, and letting sediments from the model texts settle intheir own writing in rhetorically fitting ways.}},
author = {{Matthiesen, Christina}},
issn = {{1397-0534}},
keywords = {{Læring og læringsmiljøer}},
language = {{eng}},
number = {{70}},
pages = {{51--73}},
publisher = {{Retorikförlaget}},
series = {{Rhetorica Scandinavica}},
title = {{(U)synlig læring og modeltekster - erfaringer med elevstyret imitatio i modersmålundervisning}},
url = {{https://rhs.retorikforlaget.se/index.php/rhs/article/view/92}},
volume = {{19}},
year = {{2015}},
}