@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}}}, 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}}, } @inbook{31674, author = {{Karsten, Andrea and Schwede, Jana and Körber, Miriam and Scharlau, Ingrid}}, booktitle = {{Die Praxis der systematischen Metaphernanalyse}}, editor = {{Schröder, Julia and Pfaller, Larissa and Hoklas, Anne-Kathrin and Schmitt, Rudolf}}, isbn = {{978-3-658-36120-4}}, publisher = {{Springer VS}}, title = {{{Transitivitätscharakteristika als Werkzeug in der systematischen qualitativen Metaphernanalyse}}}, year = {{2022}}, } @book{34013, editor = {{Haacke-Werron, Stefanie and Karsten, Andrea and Scharlau, Ingrid}}, pages = {{184}}, publisher = {{WBV}}, title = {{{Reflexive Schreibwissenschaft}}}, doi = {{ 10.3278/9783763972524}}, volume = {{14}}, year = {{2022}}, } @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}}, } @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}}, } @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}}, } @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{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}}, } @article{32154, author = {{Karsten, Andrea and Weisberg, Jan}}, journal = {{JoSch - Journal der Schreibwissenschaft}}, 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 = {{2}}, 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}}, }