Promoting Student Agency in Writing

Autor/in	Barnes, Jill
Titel	Promoting Student Agency in Writing
Quelle	In: Reading Teacher, 73 (2020) 6, S.789-795 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1899
Schlagwörter	Learner Engagement; Student Empowerment; Writing Processes; Scaffolding (Teaching Technique); Metacognition; Teacher Student Relationship; Writing Instruction; Student Centered Learning + Suchen Sie Ihr Suchwort? Studienberechtigung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teacher student relationships; Lehrer-Schüler-Beziehung; Schreibunterricht; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	With increasing expectations on students regarding written communication, the promotion of student agency in writing is more important now than ever. Teachers must find ways to engage and empower all learners throughout the writing process so they can produce authentic and meaningful writing independently. To promote such agency, educators must allow students to do more of the work, even while scaffolding for students who need more support. Supporting students in ways that promote metacognition, using their own voice and ideas, pinpointing their individual needs, and encouraging student leadership throughout the writing process kindle students' capacity and inclination to take initiative for their own achievement. The author presents strategies that teachers can use to promote student metacognition and agency during the writing processes while allowing students to keep their own writing identity and build independence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01