Representations of students becoming as writers

Publication date: Available online 15 March 2019Source: Learning, Culture and Social InteractionAuthor(s): Allison Wynhoff Olsen, Jennifer VanDerHeideAbstractIn order to study students' learning to write as becoming across time and modes, we study writing as an artifact of participation. We employ an intertextual method of analysis that foregrounds students' writing activity and traces back to curricular opportunities, classroom conversations, and classroom interactions while composing. We share how this analysis makes visible how four students across two classrooms were becoming as writers. This analysis complicates understandings of how students compose over time, redefines the writing process to a set of interrelated, relational and intertextual processes that collide around the classroom, and raises questions about how we might better enact teaching and assessment practices that account for ways students participate in becoming as writers.
Source: Learning, Culture and Social Interaction - Category: Psychiatry & Psychology Source Type: research