A Writing Assignment Extended: An Occasion for Young People to Construct Writer Identities

Autor/in	Vetter, Amy
Titel	A Writing Assignment Extended: An Occasion for Young People to Construct Writer Identities
Quelle	In: Changing English: Studies in Culture and Education, 18 (2011) 2, S.187-197 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-684X
DOI	10.1080/1358684X.2011.575251
Schlagwörter	Writing Assignments; Writing Instruction; High School Students; Grade 11; Qualitative Research; Literary Genres; Self Concept; Authors; Academic Achievement; High Stakes Tests; Writing Skills; Skill Development; Writing Across the Curriculum; Essays; Reading Aloud to Others + Suchen Sie Ihr Suchwort? Schreibunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 11; 11. Schuljahr; Schuljahr 11; Qualitative Forschung; Literarische Form; Selbstkonzept; Author; Autor; Autorin; Schulleistung; Writing skill; Schreibfertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Essay; Aufsatzunterricht
Abstract	Becoming a successful writer is an important skill for the young because it predicts academic success, supports and extends learning, provides opportunities to participate in civic and community life and fulfils expectations of the workforce to create clear and concise documents. Many secondary students in the US, however, struggle to gain basic academic literacy skills that meet the demands of higher education and the workforce. This qualitative study explored how a specific writing genre, occasional papers, opened opportunities for students to situate themselves and each other as authors in an 11th-grade English classroom. The paper argues that high school students need more opportunities to construct their identities as lifelong authors, who write to make sense of themselves and the world around them and write to promote dialogue with an audience if they are to succeed at high-stakes exams and writing as a member of the workforce. Suggestions for how to integrate such writing within a standardized curriculum are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01