Poetische Schreibkompetenz fördern. Versuch einer Kartierung.
DOI:
https://doi.org/10.21248/dideu.662Abstract
Der Bericht liefert einen Überblick über empirische Studien zum literarischen Schreiben im Erstsprachenunterricht. Ausgewertet wurden 61 peer-reviewte Beiträge. Mit Blick auf zentrale Parameter (u. a. methodisches Vorgehen, Klassenstufe, Teilnehmende, Textsorte, Förderansatz) zeigt sich ein breites Spektrum. Die Studien des Auswertungskorpus weisen dabei besonders häufig die folgenden Merkmale auf: (1) quantitative Ausrichtung, (2) Verortung in der Primar- bzw. frühen Sekundarstufe I, (3) Teilnahme von bis zu fünfzig Schüler:innen (4) ohne inklusionspädagogischen Bezug, (5) Untersuchung erzählenden Schreibens im Rahmen von (6) Schreibstrategieinstruktion, der Vermittlung von Textmusterwissen oder der Entlastung des Schreibprozesses.
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