Writing and Pedagogy Jul 2017

Drawing from, reworking and contesting classroom meanings

Triantafillia Kostouli Aristotle University of Thessaloniki ; Marios Stylianou Aristotle University of Thessaloniki

Abstract

This article, integrating different lines of sociocultural and critical research, sets out to analyze argumentative writing in a 6th grade Cypriot Greek elementary classroom. Attention is directed to specific strategies used, such as repetition and paraphrase of each other’s words and of text meanings. These strategies are revisited as voicing tools, arising out of students’ engagement with a nexus of reading and writing events and with the ideological positions constituted through them. The analysis traces the bi-directional processes at work in this polyvocal community. Classroom activities, rather than seen as neutral, are redefined as constituents of a deeply dialogic universe, which privileges specific texts and voices and projects various identity positions onto speakers and writers. At the same time, this universe gives rise to specific scaffolds which help students in the appropriation of advanced generic resources. Students’ argumentative texts are shown to arise out of the integration of various dialogically-emergent strategies. Analysis illustrates how students, while drawing from prior texts, and acknowledging genre-related scaffolds, rework and contest social meanings and generic resources as part of their attempt to assert their voice vis-à-vis those populating their classroom community.

Journal
Writing and Pedagogy
Published
2017-07-13
DOI
10.1558/wap.28853
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Open Access
Closed
Topics
genre theory argument literacy studies
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