A Taxonomy of Life Writing: Exploring the Functions of Meaningful Self-Sponsored Writing in Everyday Life

IF 1.9 1区文学 Q2 COMMUNICATION Written Communication Pub Date : 2023-12-12 DOI:10.1177/07410883231207106

Heather Lindenman, Dana Lynn Driscoll, Andrea Efthymiou, Matthew Pavesich, Jennifer Reid

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Abstract

This essay takes as its focus the everyday writing that people compose: the self-sponsored, nonobligatory texts that people write mainly outside of work and school. Through analysis of 713 survey responses and 27 interviews with accompanying writing samples, this study provides a panoramic view of the functions of self-sponsored writing and rhetorical activity for U.S. adults, ages 18 to 65+ years, from a range of geographic, cultural, and professional backgrounds. The Taxonomy of Life Writing presented in this essay demonstrates the range of ways that writing functions in people’s daily lives. It includes 19 key functions of life writing, organized into six metafunctions: Creativity and Expression, Identity and Relationships, Organization and Coordination, Preservation and Memory, Reflection and Emotion, and Teaching and Learning. Based on our findings, we affirm the important and diverse functions that life writing serves and propose expanding the threshold concepts of writing to include greater focus on nonobligatory, self-sponsored writing activity.

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生活写作分类法：探索日常生活中有意义的自发写作的功能

本文的研究重点是人们的日常写作：主要是人们在工作和学习之余自发撰写的非义务性文章。本研究通过对 713 份调查问卷的分析和 27 个附有写作样本的访谈，为来自不同地域、文化和职业背景的 18 岁至 65 岁以上的美国成年人提供了自发写作和修辞活动功能的全景图。本文介绍的生活写作分类法展示了写作在人们日常生活中的各种功能。它包括生活写作的 19 种主要功能，分为六种元功能：创造与表达、身份与关系、组织与协调、保存与记忆、反思与情感、教学与学习。根据我们的研究结果，我们肯定了生活写作的重要而多样的功能，并建议扩大写作的门槛概念，将更多的注意力放在非义务性的、自发的写作活动上。

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来源期刊

Written Communication COMMUNICATION-

CiteScore

3.90

自引率

15.80%

发文量

期刊介绍： Written Communication is an international multidisciplinary journal that publishes theory and research in writing from fields including anthropology, English, education, history, journalism, linguistics, psychology, and rhetoric. Among topics of interest are the nature of writing ability; the assessment of writing; the impact of technology on writing (and the impact of writing on technology); the social and political consequences of writing and writing instruction; nonacademic writing; literacy (including workplace and emergent literacy and the effects of classroom processes on literacy development); the social construction of knowledge; the nature of writing in disciplinary and professional domains.