Reflexive writers : Re-thinking writing development and assessment in schools

Journal article

Ryan, Mary. (2014). Reflexive writers : Re-thinking writing development and assessment in schools. Assessing Writing. 22, pp. 60-74. https://doi.org/10.1016/j.asw.2014.08.002
AuthorsRyan, Mary
Abstract

Writing is a complex and highly individual activity, which is approached in different ways by different writers. Writers reflexively mediate subjective and objective conditions in specific and nuanced ways to produce a product in time and place. This paper uses a critical realist theory of reflexivity to argue that the teaching and assessment of writing must account for the different ways that students manage and make decisions in their writing. Data from linguistically and culturally diverse primary students in Australia are used to illustrate how four distinct reflexive modalities constitute the ways in which students approach writing. The paper offers a new approach to assessing writing for and of learning that considers writers as reflexive and agentic in different ways. It posits the importance of making visible and explicit the context and reflexive decision-making as writers shape a product for a purpose and audience.

KeywordsWriting pedagogy; Writing assessment; Reflexivity and writing; Reflexive writers
Year01 Jan 2014
JournalAssessing Writing
Journal citation22, pp. 60-74
PublisherElsevier Ltd. (UK)
ISSN1075-2935
Digital Object Identifier (DOI)https://doi.org/10.1016/j.asw.2014.08.002
Web address (URL)https://www.sciencedirect.com/science/article/pii/S1075293514000397?via%3Dihub
Research or scholarlyResearch
Page range60-74
Publisher's version
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All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online15 Sep 2014
Publication process dates
Accepted18 Aug 2014
Deposited23 May 2024
Additional information

© 2014 Elsevier Ltd. All rights reserved.

Place of publicationUnited Kingdom
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