Co-Authoring Classroom Texts: Shifting Participant Roles in Writing Activity

Research in the Teaching of English May 2000

Co-Authoring Classroom Texts: Shifting Participant Roles in Writing Activity

Joanne Larson University of Rochester ; Maryrita Maier

Abstract

Shows how one first-grade teacher explicitly modeled her own authorship processes and how students took up those processes in their own writing. Analyzes classroom discourse to illustrate how the teacher and students shifted roles in the participation framework of writing activity among teacher, author, co-author, and overhearer to facilitate the co-construction of written texts.

Journal: Research in the Teaching of English
Published: 2000-05-01
DOI: 10.58680/rte20001702
Open Access: Closed
Topics: multimodality

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