@inbook{32153, author = {{Karsten, Andrea}}, booktitle = {{Schreibforschung interdisziplinär}}, editor = {{Knaller, Susanne and Pany-Habsa, Doris and Scholger, Martina}}, pages = {{31 -- 47}}, publisher = {{transcript Verlag}}, title = {{{Der Schreibprozess als Dialog. Eine Perspektive am Schnittpunkt von dialogischer Sprachwissenschaft und soziokultureller Psychologie}}}, doi = {{10.14361/9783839449615-003}}, year = {{2020}}, } @article{32154, author = {{Karsten, Andrea and Weisberg, Jan}}, journal = {{JoSch - Journal der Schreibwissenschaft}}, number = {{2}}, pages = {{34 -- 42}}, publisher = {{wbv}}, title = {{{Profession und Disziplin. Ein Schreibgespräch über den Weg durch die Fächer, Schreibdidaktik als Feldforschung (und - nebenbei - die Rettung der Schriftkultur). }}}, doi = {{10.3278/JOS2002W}}, volume = {{2020}}, year = {{2020}}, } @inbook{32157, author = {{Karsten, Andrea}}, booktitle = {{Praxishandbuch Schreibdidaktik. Übungen zur Vermittlung wissenschaftlicher Schreibkompetenzen}}, editor = {{Wymann, Christian}}, pages = {{158 -- 163}}, publisher = {{Barbara Budrich}}, title = {{{Blätterwald zur Positionierung in akademischen Texten}}}, year = {{2019}}, } @article{28687, abstract = {{Although there is considerable research on and knowledge about students’ conceptual-izations of learning or academic practices and skills, the variability of these conceptu-alizations has been consistently neglected.In the present study, we address this varia-bility in the field of academic readingwith the help of a novel approach. Drawing on qualitative metaphor analysis, we report a detailed system of students’ conceptual met-aphors of reading. Ourspecific methodologicalapproach to identify the structure of these conceptual metaphorsallowsto analyze subjective agency on a lexical as well as grammatical level.The conceptual metaphors we identified by this method are markedly variable, although they create an overall impression of medium to low agency, that is a reader who is only weakly active or potent. Interrater reliability of the coding system was very good. We also report and analyze the frequency of the conceptual metaphors ina sample of 143 texts written by bachelor students.}}, author = {{Scharlau, Ingrid and Körber, Miriam and Karsten, Andrea}}, issn = {{2295-3159}}, journal = {{Frontline Learning Research}}, keywords = {{metaphor, conceptual metaphor, metaphor analysis, academic reading, transitivity}}, number = {{4}}, pages = {{25 -- 57}}, title = {{{Plunging into a world? A novel approach to undergraduates’ metaphors of reading}}}, doi = {{10.14786/flr.v7i4.559}}, volume = {{9}}, year = {{2019}}, } @article{32156, abstract = {{How do ideas come into being? Our contribution takes its starting point in an observation we made in empirical data from a prior study. The data center around an instant of an academic writer’s thinking during the revision of a scientific paper. Through a detailed discourse-oriented micro-analysis, we zoom in on the writer’s thinking activity and uncover the genesis of a complex idea through a sequence of interrelated moments. These moments feature different degrees of “crystallization” of the idea; from gestures, a sketch, a short written note, oral explanations to a final spelled-out written argument. For this contribution, we re-analyze the material, asking how the idea gets formed during the thinking process and how it reaches a tangible form, which is understandable both for the thinker and for other persons. We root our analysis in a notion of language as social, embodied, and dialogical activity, drawing on concepts from Humboldt, Jakubinskij, and Vygotsky. We focus our analysis on three conceptual nodes. The first node is the ebbing and advancing of language in idea formation – observable as a trajectory through linguistically more condensed or more expanded utterance forms. The second node is the degree of objectification that the idea reaches when it is performed differently in a variety of addressivity constellations, i.e., whether and how it becomes understandable to the thinker and to others in the social sphere. Finally, the third node is the saturation of the idea through what we call intrapersonal intertextuality, i.e., its complex and dialogically related re-articulations in a sequence of formative moments. With these considerations, we articulate a clear consequence for theorizing thinking. We hold that thinking is social, embodied, and dialogically organized because it is entangled with language. Ideas come into being and become understandable and communicable to other persons only by and within their different, yet, intertextually related formations.}}, author = {{Karsten, Andrea and Bertau, Marie-Cécile}}, journal = {{Frontiers in Psychology}}, keywords = {{idea formation, language activity, objectification, intrapersonal intertextuality, articulation, Jakubinskij, Vygotsky, Humboldt}}, title = {{{How ideas come into being: Tracing intertextual moments in grades of objectification and publicness}}}, doi = {{10.3389/fpsyg.2019.02355}}, volume = {{10}}, year = {{2019}}, } @article{32158, abstract = {{Sociogenesis addresses a pervasive problem in psychology given by Cartesian dualism that assigns the mental an inner locus apart from material activity. Aligning ourselves to the ongoing critical discussions of interiorization in psychology, we explore the crucial notion of space by highlighting language as sociocultural and dialogical activity performed by other-oriented individuals. We discuss space in terms of the “language spacetime”, a symbolic, embodied formation of mutually positioned speaking and listening selves. This leads beyond the “inside-outside” container metaphor and allows for a reformulation of interiorization. Interiorization is conceptualized as a continuous series of different, though mutually related movements between self and other and self and self that lead to and are supported by specific formations in language activity: reversion, transposition, and decoupling. Along a short passage of a video-based interview, we trace the reversion of dialogical positions within the addressivity constellation of the two interlocutors, their interactive creation of a heterotopic spacetime, and the decoupling of one speaker's psychological activity from the concrete here-and-now and the present other by moving and acting into this new sphere. Interiorization appears as a movement at the border of past, present, and possible future(s).}}, author = {{Bertau, Marie-Cécile and Karsten, Andrea}}, issn = {{0732-118X}}, journal = {{New Ideas in Psychology}}, keywords = {{Interiorization, Dialogical self, Language activity, Voice, Vygotsky, Heterotopia, Video-confrontation}}, pages = {{7--17}}, publisher = {{Elsevier BV}}, title = {{{Reconsidering interiorization: Self moving across language spacetimes}}}, doi = {{10.1016/j.newideapsych.2017.12.001}}, volume = {{49}}, year = {{2018}}, } @inbook{32159, abstract = {{Vanessa Frahnert und Andrea Karsten stellen ihr Textograph*innen-Programm zur Unterstützung des Schreibens in der Lehre vor, das seit dem Sommersemester 2016 zum regelmäßigen Angebot des Kompetenzzentrums Schreiben der Universität Paderborn gehört. Das Programm baut auf den grundlegenden Prinzipien und Überlegungen des Writing Fellow-Konzepts auf, ist aber an die theoretische Ausrichtung des Schreibzentrums sowie die Gegebenheiten der Universität angepasst. Der Beitrag stellt das Programm und seine theoretischen Hintergründe vor und arbeitet die Unterschiede im Vergleich zum Writing Fellow-Ansatz heraus.}}, author = {{Frahnert, Vanessa and Karsten, Andrea}}, booktitle = {{Lehren und Lernen mit Writing Fellows. Beiträge zur Forschung, Evaluation und Adaption}}, editor = {{Voigt, Anja}}, pages = {{127 -- 139}}, publisher = {{wbv}}, title = {{{Fachsensibilität als Ressource für den Writing Fellow-Ansatz}}}, doi = {{10.3278/6004628w}}, year = {{2018}}, } @inbook{32160, author = {{Karsten, Andrea and Frahnert, Vanessa and Schäfer, Stefanie}}, booktitle = {{Peer Learning an Hochschulen. Elemente einer diversitysensiblen, inklusiven Bildung}}, editor = {{Stroot, Thea and Westphal, Petra}}, pages = {{242 -- 261}}, publisher = {{Julius Klinkhardt}}, title = {{{Am Schreiben teilhaben. Das Textograph*innen-Programm an der Universität Paderborn}}}, year = {{2018}}, } @inbook{31651, author = {{Scharlau, Ingrid and Karsten, Andrea}}, booktitle = {{Neues Handbuch Hochschullehre. 86. Ergänzungslieferung}}, editor = {{Berendt, Brigitte and Fleischmann, Andreas and Schaper, Niclas and Szczyrba, Birgit and Wildt, Johannes}}, pages = {{L 1.38}}, title = {{{Schreiben lehren: Eine fach- und diskurssensible Fortbildung für Lehrende (2)}}}, year = {{2018}}, } @inbook{31652, author = {{Scharlau, Ingrid and Karsten, Andrea}}, booktitle = {{Neues Handbuch Hochschullehre. 85. Ergänzungslieferung}}, editor = {{Berendt, Brigitte and Fleischmann, Andreas and Schaper, Niclas and Szczyrba, Birgit and Wildt, Johannes}}, pages = {{L 1.37}}, title = {{{Schreiben lehren: Eine fach- und diskurssensible Fortbildung für Lehrende (1)}}}, year = {{2018}}, } @inbook{32162, author = {{Karsten, Andrea}}, booktitle = {{Qualitative Methoden in der Schreibforschung}}, editor = {{Brinkschulte, Melanie and Kreitz, David}}, isbn = {{9783763957569}}, pages = {{63 -- 84}}, publisher = {{wbv}}, title = {{{Videokonfrontation als Methode für die angewandte Schreibforschung. Zwischen Investigation und Intervention}}}, doi = {{10.3278/6004549w}}, volume = {{1}}, year = {{2017}}, } @inbook{32163, author = {{Karsten, Andrea and Stock, Ingrid}}, booktitle = {{Qualitative Methoden in der Schreibforschung }}, editor = {{Brinkschulte, Melanie and Kreitz, David}}, isbn = {{9783763957569}}, pages = {{189 -- 207}}, publisher = {{wbv}}, title = {{{Zwei Varianten qualitativer Textanalyse zur Identifikation von Stimme(n) in Texten}}}, volume = {{1}}, year = {{2017}}, } @article{32164, author = {{Lohmeier, Yvonne and Karsten, Andrea}}, journal = {{JoSch – Journal der Schreibberatung}}, keywords = {{Schreibberatung, Schreibdidaktik, Schreibprozess, Sprache}}, number = {{11}}, pages = {{13 -- 23}}, publisher = {{wbv}}, title = {{{Schreiben eine Stimme geben. Über die Beziehung von lautem Sprechen und Schreiben im Schreibprozess}}}, doi = {{10.3278/JOS1601W013}}, year = {{2016}}, } @inbook{31488, author = {{Scharlau, Ingrid and Karsten, Andrea and Nettingsmeier, Pia and Golombek, Christiane and Schäfer, Stefanie}}, booktitle = {{Akademisches Schreiben. Halbband 1: Vom Qualitätspakt Lehre geförderte Schreibzentren und Schreibwerkstätten}}, editor = {{Knorr, Dagmar}}, pages = {{163 -- 166}}, title = {{{Zwei Fenster mit verschiedener Sicht}}}, volume = {{13}}, year = {{2016}}, } @article{29134, author = {{Karsten, Andrea and Scharlau, Ingrid and Klingsieck, Katrin B.}}, journal = {{die hochschullehre}}, title = {{{Writer’s overload: A multifaceted concept and its clarification}}}, year = {{2016}}, } @book{32142, author = {{Karsten, Andrea}}, isbn = {{978-3-86541-641-4}}, pages = {{512}}, publisher = {{Lehmanns Media}}, title = {{{Schreiben im Blick. Schriftliche Formen der sprachlichen Tätigkeit aus dialogischer Perspektive}}}, year = {{2014}}, } @article{32165, abstract = {{This article presents analyses of excerpts from a study on writing conducted in a dialogical perspective. The study’s material was collected by the auto-confrontation method: writers were videotaped during their work and afterwards confronted with their writing activities. Microanalysis of the material attends to how inner dialogues during writing are “refracted” (Voloshinov) in auto-confrontation. Bakhtin’s notion of the chronotope (time-and-space) as the main tool of analysis helps to discern the changing contexts and position constellations utterances are valid for. It thus sheds light on the positioning movements performed by the writing selves through language. The analyses show various utterance movements traversing the chronotopes involved, ranging from refractions of movements between the writers’ inner dialogues and their texts to retrospective imperatives with a developmental potential. This “dialogical volume” of speech activity presenting itself in writing can contribute to our understanding of the interplay of language and the self.}}, author = {{Karsten, Andrea}}, issn = {{0959-3543}}, journal = {{Theory & Psychology}}, keywords = {{auto-confrontation, chronotope, inner dialogue, microanalysis, positioning, writing}}, number = {{4}}, pages = {{479--503}}, publisher = {{SAGE Publications}}, title = {{{Writing: Movements of the self}}}, doi = {{10.1177/0959354314541020}}, volume = {{24}}, year = {{2014}}, } @article{32166, author = {{Karsten, Andrea}}, journal = {{JoSch – Journal der Schreibberatung}}, number = {{8}}, pages = {{46 -- 57}}, publisher = {{wbv}}, title = {{{Schreiben ist Dialog. Ergebnisse und Implikationen einer Studie zum ,schreibbegleitenden‘ Sprechen}}}, doi = {{10.3278/JOS1401W046}}, year = {{2014}}, } @article{32393, author = {{Karsten, Andrea}}, journal = {{Tätigkeitstheorie – Journal für tätigkeitstheoretische Forschung in Deutschland (Activity Theory – Journal of Activity-Theoretical Research in Germany)}}, pages = {{87 -- 120}}, title = {{{Chronotopes in Writing. Excerpts from a Case Study.}}}, volume = {{5}}, year = {{2011}}, } @article{32168, abstract = {{Based on a cultural-historical and dialogical conceptualization of thinking and speech as formulated in Soviet psychology and linguistics of the 1920s and 1930s, this article seeks to reflect upon a congruent way of investigating writing as a cognitive and communicative activity. What has to be taken into account when developing a methodology for writing research from a cultural-historical and dialogical perspective? Firstly, writing is not separated from other forms of speech activity like interpersonal and intrapersonal speech. Thus, inner dialogue and the addressed character of writing become crucial notions to be methodologically considered. Secondly, contrary to current writing research traditions such as literacy studies and studies of the writing process in cognitive psychology, both individual writing processes and socio-cultural writing practices as well as their relationship must be considered. These reflections lead towards the conclusion that writing is not fully accessible to external observation or to introspection. In consequence, a suggestion of a methodological approach is given, inspired by the activity theoretically informed method of auto-confrontation. The proposed method consists of two phases: a) videotaping of a writing episode and b) co-analysis of the videotaped writing episode in dialogue between writer and researcher. The second phase transfers the writing activity into a new context where understanding it becomes possible. The co-analysis makes involved positions audible: positions of the writer and of the researcher, of real and imagined readers as well as intersubjective and community-related positions. Finally, implications of the proposed research setting are discussed and evaluated with regard to the theoretical grounding. An instance of the methodology to be sketched in this article was developed in the context of the author’s dissertation project in preparation at Ludwig-Maximilians-Universität in Munich, Germany with the working title «Writing processes and writing practices. A conceptualization from a dialogical perspective». The project is funded by scholarships of Universität Bayern e.V. and Ludwig-Maximilians-Universität.}}, author = {{Karsten, Andrea}}, journal = {{Cultural-Historical Psychology}}, keywords = {{writing, writing research, dialogue, dialogical perspective, auto-confrontation}}, pages = {{91 -- 98}}, title = {{{Towards Cultural-Historical and Dialogical Writing Research – Some Methodological Considerations}}}, volume = {{4}}, year = {{2010}}, }