Abstract
M.Ed. (Educational Linguistics)
The problem addressed in this research is the working hypothesis stating that teachers' tacit notions
about individual writing development is related to their views on the pedagogy of writing. The
rationale for the premise underlying the problem is that pedagogy is invariably based on teachers'
conceptions of content and that unarticulated notions could accommodate conceptions which could
in turn inhibit pedagogic activity, in this instance. the teaching of writing at higher capacity levels.
The theory frame for this study includes readings in the phylogeny and ontogeny of writing. contemporary
models of the teaching of writing and psycholinguistic theory on writing, as well as
sociolinguistic views on the development and nature of writing. The theoretical premise for the
research is based on Vygotskian principles of semiotics, the main ones being that writing as cultural
tool and as sign impacts in a socio-cultural way on the signifiedand that the tool and sign as
mediators are partners in intermental but especially also intramental functioning.
The implications for pedagogy are that the meaningful teaching of writing skills and strategies
could enhance mental activity (cognition) and communication.
The nature of the research question presupposes a microgenetic study as format. which in turn
directs the research to protocol interviews, on-site observations and analysis of documents. much
of which will be of qualitative interpretive nature. A group of 16 teachers will be studied. with the
microgenetic analyses focusing on three cases, selected in a stratified way.
The findings of the inquiry indicate that there seems to be a relationship between the ontogeny
and the pedagogy of writing, because the teachers involved in the inquiry emphasize the use of
the prosthetic device, both in their own writing and in their instructional design and this is the
way they were taught to write. It was also found that the teachers are deficient with regard to
knowledge of the cognitive nature, the structure and the pedagogy of writing. The teachers were
also found to have a positive attitude towards writing. despite the fact that their writing proficiency
is severely impaired by a lack of knowledge of writing strategies as well as linguistic incompetence
in English