Document Type

Article

Publication Date

2017

Keywords

discourse analysiswriting instructionstudent voicesecondary education

Abstract

Student voice is a difficult concept to capture in research. This study attempts to provide a vehicle for understanding student perceptions about writing and writing instruction through a case study supported by discourse analysis of student talk. The high school students in this study participated in interviews and focus groups about their experiences with writing. The findings reveal deep seeded notions about writing enculturated through their schooling. Students were not likely to take ownership of their writing, rather considering it a teacher construct, and could not typically describe the application of writing skills. Students were optimistic and provided multiple suggestions for improvements to writing instruction with an emphasis on making writing relevant. The implications of this study, while highly contextual, do reveal the significance of systemic conceptualizations born in students through the process of schooling and how language can unpack those schemas.

Publication Title

Cogent Education

Volume

4

Issue

1416897

DOI of Published Version

10.1080/2331186X.2017.1416897

Rights

© 2017 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Comments

This article was published in (2017) Cogent Education (2017), 4: 1416897 https://doi.org/10.1080/2331186X.2017.1416897

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