Writing reflexively : Students and teachers shaping texts and identities

Written language is a powerful communicative tool. It enables us to bring something into existence, to create a snapshot that we can ponder on, to which we can attend and relate to other ideas or understandings (Halliday and Hasan, 1985). Recent research in writing confirms and extends the idea that the writer is an active designer of text, shaping meanings and representing self within a social context (Ryan, 2014a; Myhill et al., 2013). Research also shows that developing students’ abilities to make effective and satisfying textual decisions within specific conditions is crucial (Ryan and Kettle, 2012; Ryan, 2014b). Effective choices are contingent upon a repertoire of textual knowledges and skills, including metalinguistic and communicative knowledge, and the skills to negotiate audience, modes and medium (Ivanic, 2004; Macken-Horarik and Morgan, 2011). Students not only need to develop a deep knowledge of these repertoires, but importantly, a high level of awareness about the implications of their writing choices – both in and out of school.