(In)visible Learning and Model Texts – Student-driven Imitation in Mother-tongue Teaching
Keywords:
rhetorical education, imitation, genre pedagogy, writing instructionAbstract
Genre pedagogy is widely proliferated in Scandinavia
and shares a number of features with the rhetorical tradition of
imitation. The strengths and weaknesses of the two approaches
are quite similar and both can be criticized for being focused on
skills and reproduction rather than on bildung and change. This
article describes the aims and values of each approach and
discusses them in the light of a case study of student-driven
imitation that was conducted as action research in collaboration
with two teachers in Danish upper secondary school. The study
shows how model texts introduced by teachers have a strong
effect on students' approach to writing. It also shows that
students can work independently and critically with texts of
their own choice, setting goals for their development as writers
or rhetors, and letting sediments from the model texts settle in
their own writing in rhetorically fitting ways.
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