Authoring Selves in School: Adolescent Writing Identity

Autor/in	Williamson, Thea
Titel	Authoring Selves in School: Adolescent Writing Identity
Quelle	In: Literacy Research: Theory, Method, and Practice, 68 (2019) 1, S.250-270 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Williamson, Thea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2381-3369
DOI	10.1177/2381336919870291
Schlagwörter	Adolescents; Authors; Language Arts; Writing Instruction; Writing (Composition); Peer Relationship; Teacher Student Relationship; Literary Genres; Self Concept; Student Centered Learning; Adolescent Development; Public Schools; Urban Schools; High School Students; Faculty Development; Grade 10; Classroom Communication; Writing Attitudes + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Author; Autor; Autorin; Sprachkultur; Schreibunterricht; Schreibübung; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Literarische Form; Selbstkonzept; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Klassengespräch
Abstract	This embedded case study investigates the nature of authorship in a secondary English Language Arts classroom by examining two adolescents' writing identities and experiences writing across genres. Using rhetorical genre theory, the study illustrates how composition and notions of authorship in this context were strongly informed by conversations--both with peers and the teacher. An additional finding was that students wrote themselves into different genre identities as they composed poetry, editorials, and memoirs, drawing on different authorial stances and sources of knowledge. Finally, this analysis documents robust learning about the nature of writing, including transferring rhetorical strategies across contexts and purposes, skills often called for in education policy as well as career and college writing, not documented in secondary schools. Implications for teaching include valuing relationship-building conversations, offering students multiple genre positions across secondary writing experiences, and considering ways to build upon writers' self-described and socially constructed identities as successful writers. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01