Abstract

This chapter documents the ways writing is described and researched by scholars in the field of literacy education. Its focus is on exploring the writing process as viewed through scholarship that uses Deleuze and Guattari's concepts of rhizomes, maps, and tracings to theorize potential entanglements in reading-writing relationships. To analyze the scholarship on writing processes, the authors created a method for combining traditional expository prose found in academic literature reviews with their own narrativized accounts of literacy in use—that is, the doing of writing in relation to reading. The chapter closes with implications for research and practice.

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