Reflexive writing dialogues: Elementary students’ perceptions and performances as writers during classroom experiences

Ryan, M. and Khosronejad, M. and Barton, Georgina ORCID: https://orcid.org/0000-0003-2703-238X and Myhill, D. and Kervin, L. (2022) Reflexive writing dialogues: Elementary students’ perceptions and performances as writers during classroom experiences. Assessing writing, 51:100592. pp. 1-20. ISSN 1075-2935


Abstract

The ways in which we approach the process of writing can tell us much about our confidence, linguistic and textual knowledge, and our desire to please self or others through language. School writing often focuses on the process and product of writing, rather than the conditions that shape how we make decisions when writing for an authentic audience and purpose. This paper uses reflexivity theory, including an innovative Reflexive Writing Instrument (RWI), along with critical discourse analysis, to interrogate elementary students’ decisions-making modes in writing and how these align with teachers’ views, classroom experiences and writing outcomes. Findings show that students can have different perceptions than their teachers about their approach to writing, but the conditions that teachers enable can influence students’ decision-making modes. We argue that the RWI can be used to prompt reflexive writing dialogues so that formative assessment can be nuanced to support individual students’ reflexive writing modes, ensuring improved results and enjoyment of writing.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Date Deposited: 04 Jan 2022 05:14
Last Modified: 04 Jan 2022 05:14
Uncontrolled Keywords: Elementary writers; Formative assessment; Reflexive writers; Writing dialogues; Writing pedagogy
Fields of Research (2008): 13 Education > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
Fields of Research (2020): 39 EDUCATION > 3901 Curriculum and pedagogy > 390104 English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)
Identification Number or DOI: https://doi.org/10.1016/j.asw.2021.100592
URI: http://eprints.usq.edu.au/id/eprint/44490

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