![]() “co-constructing,” with the latter tending toward more nuanced orĬomplex understandings of writing. Of group conversation emerged among students: “co-telling” and Our analysis indicated that two different patterns Shared construction of writing knowledge (Boone et. Thinking but themselves also shape, promote, and support students’ Our research design reflects the theoretical position thatĬonversations are not merely evidence of individual students’ Study sought to investigate students’ talk about writing acrossĬontexts by studying the collaborative interactions of four groups ofįirst-year students enrolled in cohorts linked to writing courses. Play in helping students integrate their knowledge from variousĬontexts and translate it to new writing situations? What makes some conversations more productive than otherĬonversations? What kinds of student interaction support students’ĭevelopment of writing knowledge? And what role does conversation How conversations help students develop writing knowledge and Scholarship, however, there is a need to better understand exactly (Bruffee, Conversation), collaborative writing (EdeĪnd Lunsford), and writing center pedagogies (Harris). Our emphasis on peer review (Gere Spigelman), small group talk Theoretically and practically, and this valuing is reflected through The field of writing studies, we value conversation both We see from Mike and Sarah’s discussion above, even these casualĬonversations provide opportunities for understanding how studentsĬollaboratively build their knowledge about writing. Sarah: We figure it out together, I guess. Mike: Yeah, not like specific things, more like “How do we do that?” Interviewer: So you do talk about how to do assignments? if there’s an assignment, we’ll be like “Dude, what were we Writing course and theater course, the students described informalĬonversations about upcoming writing assignments as a common Interview with two first-year students both enrolled in the same ![]() Talking about their writing all of the time. Writing classrooms and diverse contexts across campus, students are Ultimately, our analysis of the role of student conversation in the construction of writing knowledge contributes to our understanding of the myriad activities that surround transfer of learning. Our findings suggest that co-constructing is a valuable process that invites students to do the necessary work of remaking their knowledge for local use. We also used Beaufort’s domains of writing knowledge to examine how co-constructing conversations supported students in abstracting knowledge beyond a single classroom context and in negotiating local constraints. Our analysis identified two patterns of group conversation among students: “co-telling” and “co-constructing,” with the latter leading to more complex writing knowledge. This article reports on a study of focus group conversations involving first-year students in a cohort program. Abstract: Although compositionists recognize that student talk plays an important role in learning to write, there is limited understanding of how students use conversational moves to collaboratively build knowledge about writing across contexts.
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