@inbook{55721,
  author       = {{Stock, Ingrid and Karsten, Andrea and Eik-Nes, Nancy Lea}},
  booktitle    = {{40 Begriffe für eine Schreibwissenschaft. Konzeptuelle Perspektiven auf Praxis und Praktiken des Schreibens}},
  editor       = {{Karsten, Andrea and Haacke-Werron, Stefanie}},
  pages        = {{75--82}},
  publisher    = {{wbv}},
  title        = {{{Knowledge telling und knowledge transforming. Eine dialogische Perspektive}}},
  year         = {{2024}},
}

@inbook{55723,
  author       = {{Karsten, Andrea and Bertau, Marie-Cécile}},
  booktitle    = {{40 Begriffe für eine Schreibwissenschaft. Konzeptuelle Perspektiven auf Praxis und Praktiken des Schreibens}},
  editor       = {{Karsten, Andrea and Haacke-Werron, Stefanie}},
  pages        = {{261--267}},
  publisher    = {{wbv}},
  title        = {{{Stimme. Eine dialogische Perspektive}}},
  year         = {{2024}},
}

@book{32394,
  editor       = {{Karsten, Andrea and Haacke-Werron, Stefanie}},
  publisher    = {{wbv}},
  title        = {{{40 Begriffe für eine Schreibwissenschaft. Konzeptuelle Perspektiven auf Praxis und Praktiken des Schreibens}}},
  doi          = {{https://dx.doi.org/10.3278/9783763976584}},
  year         = {{2024}},
}

@inbook{55720,
  author       = {{Haacke-Werron, Stefanie and Karsten, Andrea}},
  booktitle    = {{40 Begriffe für eine Schreibwissenschaft. Konzeptuelle Perspektiven auf Praxis und Praktiken des Schreibens}},
  editor       = {{Karsten, Andrea and Haacke-Werron, Stefanie}},
  pages        = {{11--14}},
  publisher    = {{wbv}},
  title        = {{{Einleitung}}},
  year         = {{2024}},
}

@inbook{55722,
  author       = {{Karsten, Andrea}},
  booktitle    = {{40 Begriffe für eine Schreibwissenschaft. Konzeptuelle Perspektiven auf Praxis und Praktiken des Schreibens}},
  editor       = {{Karsten, Andrea and Haacke-Werron, Stefanie}},
  pages        = {{213--220}},
  title        = {{{Schreibprozess. Eine dialogische sprachpsychologische Perspektive}}},
  year         = {{2024}},
}

@article{50009,
  abstract     = {{<jats:p> In the past decades, the notion of voice in the theorizing and teaching of academic writing has been the subject of much debate and conceptual change, especially concerning its relation to writer identity. Many newer accounts of voice and identity in academic writing draw on the dialogical concept of voice by Bakhtin. However, some theoretical and methodological inconsistencies have surfaced in the adaptions of the concept. Working from a refinement of the dialogical notion of voice based on the concepts of polyphony and interiorization, this article presents a methodological approach for analyzing voice(s) in writing. The article presents material around the evolution of an early-career researcher’s dissertation synopsis. The material is multilayered, including the writer’s text, transcripts from an interdisciplinary peer-feedback conversation with two colleagues, and a video-stimulated interview with the writer. Excerpts of the material were analyzed to trace the polyphony of interiorized voices that influenced the writing. This focus revealed the multivoicedness of academic texts as an effect of their history of coming into being. This article contributes to the question of voice and identity in academic writing from a dialogical psycholinguistic perspective by presenting a de-reifying notion of voice grounded in an understanding of writing as a polyphonic activity, which also feeds into the formation of a writer’s self. </jats:p>}},
  author       = {{Karsten, Andrea}},
  issn         = {{0741-0883}},
  journal      = {{Written Communication}},
  keywords     = {{Literature and Literary Theory, Communication}},
  number       = {{1}},
  pages        = {{6--36}},
  publisher    = {{SAGE Publications}},
  title        = {{{Voices in Dialogue: Taking Polyphony in Academic Writing Seriously}}},
  doi          = {{10.1177/07410883231207104}},
  volume       = {{41}},
  year         = {{2024}},
}

@inbook{45862,
  author       = {{Scharlau, Ingrid and Karsten, Andrea}},
  booktitle    = {{Neues Handbuch Hochschullehre}},
  editor       = {{Berendt, Brigitte and Fleischmann, Andreas and Salmhofer, Gudrun and Schaper, Niclas and Szczyrba, Birgit and Wiemer, Matthias and Wildt, Johannes}},
  pages        = {{17--35}},
  publisher    = {{DUZ medienhaus}},
  title        = {{{Schreibfokussierte Graduiertenförderung: Reflexive Spezialisierung für interdisziplinäre Forschungskontexte}}},
  volume       = {{111}},
  year         = {{2023}},
}

@inbook{50011,
  author       = {{Karsten, Andrea}},
  booktitle    = {{Bedingungen der Wissensproduktion. Qualifizierung, Selbstoptimierung und Prekarisierung in Wissenschaft und Hochschule}},
  editor       = {{Leinfellner, Stefanie and Thole, Friederike and Simon, Stephanie and Sehmer, Julian}},
  isbn         = {{978-3-8474-2699-8}},
  pages        = {{47 -- 64}},
  publisher    = {{Barbara Budrich}},
  title        = {{{Schreiben als Wissensproduktion? Eine Mikroanalyse der Vielstimmigkeit akademischer Selbstbildung und Enkulturation}}},
  year         = {{2023}},
}

@inbook{50010,
  author       = {{Karsten, Andrea}},
  booktitle    = {{Neue Perspektiven auf Schreibberatung}},
  editor       = {{Wetschanow, Karin and Unterpertinger, Erika and Kuntschner, Eva and Huemer, Birgit}},
  pages        = {{141 -- 157}},
  publisher    = {{Böhlau}},
  title        = {{{Wie hängen Schreiben und Identität zusammen? Schreibberatung als Raum für die Thematisierung und Entwicklung eines 'Dialogical Self'}}},
  year         = {{2023}},
}

@article{50008,
  abstract     = {{<jats:p>While referencing is an important feature of academic writing, many students struggle with using sources. This struggle seems to be due, in part, to the tension students experience when advised to cite sources (i.e., others’ voices) on the one hand, and to demonstrate their own disciplinary voice on the other hand. The aim of this article is to contribute to the understanding of source use, presenting a figure that illustrates gradients of students’ engagement with sources in various sections of their bachelor’s theses. Based on Bakhtin’s idea that a writer’s voice gradually emerges out of others’ words, and the terms knowledge telling and knowledge transforming, we developed a continuum that might help to understand the complexity of source use. We arrived at this continuum through the qualitative exploration of students’ use of sources in 15 bachelor’s theses from the humanities in one Norwegian university. In this article, we illustrate the continuum through extracts from the students’ theses, showing how issues of voice are intertwined with students’ engagement with sources. We propose that understanding the various functions of sources as they are typically used in the disciplines will help students to develop and demonstrate their disciplinary voices. Moreover, the continuum provides a foundation for fruitful discussions of writing practices that raise critical awareness about implicit expectations concerning source use and issues of voice in academic writing.
 </jats:p>}},
  author       = {{Stock, Ingrid and Karsten, Andrea and Eik-Nes, Nancy Lea}},
  issn         = {{1891-5108}},
  journal      = {{Sakprosa}},
  keywords     = {{Automotive Engineering}},
  number       = {{2}},
  publisher    = {{University of Oslo Library}},
  title        = {{{Emerging disciplinary voices}}},
  doi          = {{10.5617/sakprosa.10185}},
  volume       = {{15}},
  year         = {{2023}},
}

@inbook{34014,
  author       = {{Haacke-Werron, Stefanie and Karsten, Andrea and Scharlau, Ingrid}},
  booktitle    = {{Reflexive Schreibwissenschaft. Disziplinäre und praktische Perspektiven}},
  editor       = {{Haacke-Werron, Stefanie and Karsten, Andrea and Scharlau, Ingrid}},
  pages        = {{9 -- 18}},
  publisher    = {{WBV}},
  title        = {{{Einleitung}}},
  year         = {{2022}},
}

@inbook{50007,
  author       = {{Karsten, Andrea}},
  booktitle    = {{Reflexive Schreibwissenschaft. Disziplinäre und praktische Perspektiven}},
  editor       = {{Haacke-Werron, Stefanie and Karsten, Andrea and Scharlau, Ingrid}},
  pages        = {{85 -- 91}},
  publisher    = {{wbv}},
  title        = {{{Sprechen, Schreiben, Denken}}},
  year         = {{2022}},
}

@inbook{52351,
  author       = {{Karsten, Andrea and Schwede, Jana and Körber, Miriam and Scharlau, Ingrid}},
  booktitle    = {{Die Praxis der systematischen Metaphernanalyse: Anwendungen und Anschlüsse}},
  editor       = {{Schmitt, Rudolf and Schröder, Julia and Pfaller, Larissa and Hoklas, Anne-Kathrin}},
  isbn         = {{9783658361204}},
  pages        = {{201--216}},
  publisher    = {{Springer}},
  title        = {{{Transitivitätscharakteristika als Werkzeug in der systematischen qualitativen Metaphernanalyse}}},
  doi          = {{10.1007/978-3-658-36121-1}},
  year         = {{2022}},
}

@book{31690,
  editor       = {{Haacke-Werron, Stefanie and Karsten, Andrea and Scharlau, Ingrid}},
  publisher    = {{wbv}},
  title        = {{{Reflexive Schreibwissenschaft. Disziplinäre und praktische Perspektiven}}},
  year         = {{2022}},
}

@inbook{32150,
  author       = {{Karsten, Andrea}},
  booktitle    = {{Schreiblehrkonzepte an Hochschulen. Fallstudien und Reflexionen zum fachspezifischen Schreibenlehren und -lernen}},
  editor       = {{Lahm, Swantje and Meyhöfer, Frank and Neumann, Friederike}},
  pages        = {{277 -- 288}},
  publisher    = {{wbv}},
  title        = {{{Einblicke in explizite und implizite Erwartungen Lehrender an Studierendentexte. Textbasierte Interviews zu Zielen und Erträgen von fachsensiblem Peer-Textfeedback}}},
  doi          = {{10.3278/6004807w277}},
  volume       = {{4}},
  year         = {{2021}},
}

@article{32151,
  author       = {{Karsten, Andrea}},
  journal      = {{JoSch - Journal der Schreibwissenschaft}},
  number       = {{21}},
  pages        = {{72 -- 81}},
  publisher    = {{wbv}},
  title        = {{{(Selbst-)Kritik und (Selbst-)Reflexion. Fragen stellen, Stimmen identifizieren, Referenzpunkte finden.}}},
  doi          = {{10.3278/JOS2101W072}},
  volume       = {{1}},
  year         = {{2021}},
}

@article{28696,
  abstract     = {{The aim of the present study is to bring new momentum into research on students’
understanding of academic writing. Drawing on the idea that metaphors give insight into
implicit conceptions of abstract entities and processes, we developed a detailed and
differentiated set of conceptual metaphors that can be used to study student ideas about
writing in research, teaching, and interventions. A large sample of undergraduates produced
their everyday understanding of writing in short texts beginning with a self-generated
metaphor. Based on theories from cognitive linguistics, the conceptual metaphors in their
texts were analyzed in terms of their action quality (transitivity) and spatiality (spatial
primitives). The undergraduates’ conceptualizations were very heterogeneous. Most
metaphors depart strongly from scientific approaches to academic writing within cognitive
psychology and sociocultural theory. Roughly half of the metaphors could be collated to one
of four metaphor systems. Depending on the desired degree of abstraction or concreteness,
conceptual metaphors or metaphor systems can be employed in further studies to illuminate
thinking about writing.}},
  author       = {{Scharlau, Ingrid and Karsten, Andrea and Rohlfing, Katharina}},
  issn         = {{2030-1006}},
  journal      = {{Journal of Writing Research}},
  keywords     = {{metaphor analysis, academic writing, transitivity, spatial primitives}},
  number       = {{3}},
  pages        = {{493--529}},
  title        = {{{Building, emptying out, or dreaming? Action structures and space in undergraduates’ metaphors of academic writing}}},
  doi          = {{10.17239/jowr-2021.12.03.01}},
  volume       = {{12}},
  year         = {{2021}},
}

@inbook{31663,
  author       = {{Scharlau, Ingrid and Haacke, Stefanie and Karsten, Andrea and Lahm, Swantje}},
  booktitle    = {{Handbuch Hochschuldidaktik}},
  editor       = {{Kordts-Freudinger, Robert and Schaper, Niclas and Scholkmann, Antonia and Szczyrba, Birgit}},
  isbn         = {{978-3-8252-5408-7}},
  pages        = {{129 -- 138}},
  publisher    = {{utb}},
  title        = {{{Schreiben als Schlüsselkompetenz?}}},
  year         = {{2021}},
}

@inbook{32152,
  abstract     = {{Formiert sich eine Disziplin „Schreibwissenschaft“? Wir versuchen, die Form, den Gegenstand und mögliche Ziele des Feldes zu beschreiben, aus dem sich aktuell so etwas wie eine Disziplin zu bilden scheint. Nach einer Vergewisserung, was in der Wissenschaftssoziologie überhaupt unter Disziplin verstanden wird, arbeiten wir Spezifika einer Schreibwissenschaft als einer Practical Art heraus und diskutieren dann, welche Türen sich mit der Institutionalisierung einer Disziplin möglicherweise öffnen werden und welche sich vielleicht schließen.}},
  author       = {{Girgensohn, Katrin and Haacke, Stefanie and Karsten, Andrea}},
  booktitle    = {{Schreibwissenschaft - eine neue Disziplin: Diskursübergreifende Perspektiven}},
  editor       = {{Huemer, Birgit and Doleschal, Ursula and Wiederkehr, Ruth and Girgensohn, Katrin and Dengscherz, Sabine and Brinkschulte, Melanie and Mertlitsch, Carmen}},
  isbn         = {{978-3-205-20974-4}},
  pages        = {{25 -- 47}},
  publisher    = {{Böhlau}},
  title        = {{{Disziplin Schreibwissenschaft? Kritische Überlegungen zur Entwicklung einer „Practical Art“}}},
  doi          = {{10.7767/9783205209768.25}},
  volume       = {{2}},
  year         = {{2020}},
}

@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}},
}