Audience and Authority in the Professional Writing of Teacher-Authors

Anne Elrod Whitney; Christine Dawson; Katie Anderson; Suyoung Kang; Elsie Olan Rios; Nicole Olcese; Michael Ridgeman

doi:10.58680/rte201219763

Research in the Teaching of English May 2012

Audience and Authority in the Professional Writing of Teacher-Authors

Anne Elrod Whitney Pennsylvania State University ; Christine Dawson ; Katie Anderson ; Suyoung Kang Pennsylvania State University ; Elsie Olan Rios Pennsylvania State University ; Nicole Olcese Pennsylvania State University ; Michael Ridgeman Pennsylvania State University

Abstract

This article discusses the ways issues of audience and authority are encountered and addressed by classroom teachers who write journal articles for publication. Drawing on an interview study of K-12 classroom teachers who have published articles in NCTE’s journals Language Arts, Voices from the Middle, and English Journal, we show that teachers developed and deployed strikingly different conceptions of audience at different points in their composing process. Before and after writing, they acknowledged the wide and mixed readership of those journals, including university-based scholars; however, while drafting their articles they thought about a much more limited group of “teachers like them.” In doing so, these teacher-authors found a concrete way to navigate the contested place of classroom teachers in wider education discourses. We highlight two major implications of this work. First, it complicates the standard advice to writers to “know your audience,” showing instead how considerations of audience are closely linked to questions of one’s status relative to members of that audience. Second, our work might complicate understandings of legitimate peripheral participation and how members of communities of practice are positioned relative to one another vis-à-vis authority: teacher-authors manipulated notions of authority, temporarily redefining some readers as more central and others as more peripheral, in ways that shifted according to the authority stances those definitions allowed them to take in composing.

Journal: Research in the Teaching of English
Published: 2012-05-01
DOI: 10.58680/rte201219763
CompPile: Search in CompPile ↗
Open Access: Closed
Topics: teacher development professional writing qualitative research
Export: BibTeX RIS

Citation Context

Cited by in this index (0)

No articles in this index cite this work.

References (0)

No references on file for this article.

CrossRef global citation count: 5 View in citation network → Build reading path →

Audience and Authority in the Professional Writing of Teacher-Authors

Abstract

Citation Context

Cited by in this index (0)

References (0)

Related Articles