Selbstreflexion akademischen Schreibhandelns anstoßen: Nicht-direktive Gesprächsführung als Haltung des Betreuenden

Publikation: Beiträge in SammelwerkenAufsätze in SammelwerkenForschungbegutachtet

Standard

Selbstreflexion akademischen Schreibhandelns anstoßen: Nicht-direktive Gesprächsführung als Haltung des Betreuenden. / Heine, Carmen; Knorr, Dagmar.
Schreiben im Übergang von Bildungsinstitutionen. Hrsg. / Dagmar Knorr; Katrin Lehnen; Kirsten Schindler. Frankfurt/Main u. a.: Peter Lang Verlag, 2017. S. 109-131 (Textproduktion und Medium; Band 15).

Publikation: Beiträge in SammelwerkenAufsätze in SammelwerkenForschungbegutachtet

Harvard

Heine, C & Knorr, D 2017, Selbstreflexion akademischen Schreibhandelns anstoßen: Nicht-direktive Gesprächsführung als Haltung des Betreuenden. in D Knorr, K Lehnen & K Schindler (Hrsg.), Schreiben im Übergang von Bildungsinstitutionen. Textproduktion und Medium, Bd. 15, Peter Lang Verlag, Frankfurt/Main u. a., S. 109-131. https://doi.org/10.3726/b10490

APA

Heine, C., & Knorr, D. (2017). Selbstreflexion akademischen Schreibhandelns anstoßen: Nicht-direktive Gesprächsführung als Haltung des Betreuenden. In D. Knorr, K. Lehnen, & K. Schindler (Hrsg.), Schreiben im Übergang von Bildungsinstitutionen (S. 109-131). (Textproduktion und Medium; Band 15). Peter Lang Verlag. https://doi.org/10.3726/b10490

Vancouver

Heine C, Knorr D. Selbstreflexion akademischen Schreibhandelns anstoßen: Nicht-direktive Gesprächsführung als Haltung des Betreuenden. in Knorr D, Lehnen K, Schindler K, Hrsg., Schreiben im Übergang von Bildungsinstitutionen. Frankfurt/Main u. a.: Peter Lang Verlag. 2017. S. 109-131. (Textproduktion und Medium). doi: 10.3726/b10490

Bibtex

@inbook{f7b7083b763d465085442978172cffb0,
title = "Selbstreflexion akademischen Schreibhandelns ansto{\ss}en: Nicht-direktive Gespr{\"a}chsf{\"u}hrung als Haltung des Betreuenden",
abstract = "Full perception of one{\textquoteright}s own writing actions with its many facets is a pre-condition of reflection. Counselling and supervision can support the reflection process in various ways. The case study presented here shows how methods of writing process research can be used for supervision in writing and how it is possible to support writers in conceptualising their writing via verbalisations. The case is part of a larger study which examines a combination of writing research methods. It describes authentic text productions of a student-writing-tutor trainee participant. The participants{\textquoteright} writing actions during several hours of writing accompanied by introspective writing protocols where recorded by screen capture and keylogging. These methods were flanked by participant observation and combined and followed up with retrospective interview, group discussion, and dialogue-consensus and structure-formation-technique interview. In this paper, we illustrate the methods applied and focus on the roles supervisors, peer-tutors and teachers perform when they apply writing research methods in supervision, training and counselling. We shed some light on guided self-reflection and non-directive dialogue as a means to help writers to verbalise their thoughts, problems and decisions during writing.",
keywords = "Sprachwissenschaften, Schreibwissenschaft, Schreibdidaktik, Erziehungswissenschaften, Schreibwissenschaft, Schreibdidaktik",
author = "Carmen Heine and Dagmar Knorr",
year = "2017",
doi = "10.3726/b10490",
language = "Deutsch",
isbn = "978-3-631-66989-1",
series = "Textproduktion und Medium",
publisher = "Peter Lang Verlag",
pages = "109--131",
editor = "Dagmar Knorr and Katrin Lehnen and Kirsten Schindler",
booktitle = "Schreiben im {\"U}bergang von Bildungsinstitutionen",
address = "Deutschland",

}

RIS

TY - CHAP

T1 - Selbstreflexion akademischen Schreibhandelns anstoßen

T2 - Nicht-direktive Gesprächsführung als Haltung des Betreuenden

AU - Heine, Carmen

AU - Knorr, Dagmar

PY - 2017

Y1 - 2017

N2 - Full perception of one’s own writing actions with its many facets is a pre-condition of reflection. Counselling and supervision can support the reflection process in various ways. The case study presented here shows how methods of writing process research can be used for supervision in writing and how it is possible to support writers in conceptualising their writing via verbalisations. The case is part of a larger study which examines a combination of writing research methods. It describes authentic text productions of a student-writing-tutor trainee participant. The participants’ writing actions during several hours of writing accompanied by introspective writing protocols where recorded by screen capture and keylogging. These methods were flanked by participant observation and combined and followed up with retrospective interview, group discussion, and dialogue-consensus and structure-formation-technique interview. In this paper, we illustrate the methods applied and focus on the roles supervisors, peer-tutors and teachers perform when they apply writing research methods in supervision, training and counselling. We shed some light on guided self-reflection and non-directive dialogue as a means to help writers to verbalise their thoughts, problems and decisions during writing.

AB - Full perception of one’s own writing actions with its many facets is a pre-condition of reflection. Counselling and supervision can support the reflection process in various ways. The case study presented here shows how methods of writing process research can be used for supervision in writing and how it is possible to support writers in conceptualising their writing via verbalisations. The case is part of a larger study which examines a combination of writing research methods. It describes authentic text productions of a student-writing-tutor trainee participant. The participants’ writing actions during several hours of writing accompanied by introspective writing protocols where recorded by screen capture and keylogging. These methods were flanked by participant observation and combined and followed up with retrospective interview, group discussion, and dialogue-consensus and structure-formation-technique interview. In this paper, we illustrate the methods applied and focus on the roles supervisors, peer-tutors and teachers perform when they apply writing research methods in supervision, training and counselling. We shed some light on guided self-reflection and non-directive dialogue as a means to help writers to verbalise their thoughts, problems and decisions during writing.

KW - Sprachwissenschaften

KW - Schreibwissenschaft

KW - Schreibdidaktik

KW - Erziehungswissenschaften

KW - Schreibwissenschaft

KW - Schreibdidaktik

UR - https://www.peterlang.com/view/9783631704301/chapter-06.xhtml#_idParaDest-62

UR - http://d-nb.info/1121232353/04

U2 - 10.3726/b10490

DO - 10.3726/b10490

M3 - Aufsätze in Sammelwerken

SN - 978-3-631-66989-1

T3 - Textproduktion und Medium

SP - 109

EP - 131

BT - Schreiben im Übergang von Bildungsinstitutionen

A2 - Knorr, Dagmar

A2 - Lehnen, Katrin

A2 - Schindler, Kirsten

PB - Peter Lang Verlag

CY - Frankfurt/Main u. a.

ER -

DOI