Theoretical explanations of learners' poetry writing development are relatively new and, compared to other genres, rare. Neither the cognitive models of writing development, nor the descriptions of poet-practitioners or inspired experts give a fully nuanced representation of the complexity at play in poetry composition. Also missing from these models is the social context of learning to write poetry. We link Vygotsky's work on the symbolic function of inner speech to documented accounts of poets 'answering' the social world to which they belong. We propose a theoretical model of development in poetry writing that takes into account learners’ fluid social contexts, and which draws on Schultz and Fecho's survey of writing development. This fusion is a new contribution to theorisations of writing development.

中文翻译：

---

建立作为社会背景化过程的诗歌写作发展模式

学习者诗歌写作发展的理论解释是相对较新的，与其他类型相比，这种解释很少。写作发展的认知模型，诗人从业者或受启发的专家的描述都没有充分体现出诗歌创作中复杂性的细微差别。这些模型还缺少学习写作的社会背景。我们将维果茨基关于内部语音的象征功能的工作与诗人“回答”他们所属社会世界的记载相联系。我们提出了一种诗歌写作发展的理论模型，该模型考虑了学习者不断变化的社会环境，并借鉴了舒尔茨和费乔对写作发展的调查。这种融合是对写作发展理论的新贡献。