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

Journal article


Ryan, M., Khosronejadtoroghi, M., Barton, G., Myhill, D. and Kervin, L.. (2022). Reflexive writing dialogues : Elementary students’ perceptions and performances as writers during classroom experiences. Assessing Writing. 51, p. Article 100592. https://doi.org/10.1016/j.asw.2021.100592
AuthorsRyan, M., Khosronejadtoroghi, M., Barton, G., Myhill, D. and Kervin, L.
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 purpose and audience. 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.

Keywordsreflexive writers; elementary writers; writing dialogues; writing pedagogy; formative assessment
Year2022
JournalAssessing Writing
Journal citation51, p. Article 100592
PublisherElsevier Inc.
ISSN1075-2935
Digital Object Identifier (DOI)https://doi.org/10.1016/j.asw.2021.100592
Scopus EID2-s2.0-85119453078
Research or scholarlyResearch
Page range1-20
FunderAustralian Research Council
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online20 Nov 2021
Publication process dates
Accepted08 Nov 2021
Deposited08 Mar 2022
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDARC/DP190101033
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