Reflexive writers : re-thinking writing development and assessment in schools

Ryan, Mary E. (2014) Reflexive writers : re-thinking writing development and assessment in schools. Assessing Writing, 22, pp. 60-74.

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Writing is a complex and highly individual activity, which is approached in different ways by different writers. Writers reflexively mediate subjective and objective conditions in specific and nuanced ways to produce a product in time and place. This paper uses a critical realist theory of reflexivity to argue that the teaching and assessment of writing must account for the different ways that students manage and make decisions in their writing. Data from linguistically and culturally diverse primary students in Australia are used to illustrate how four distinct reflexive modalities constitute the ways in which students approach writing. The paper offers a new approach to assessing writing for and of learning that considers writers as reflexive and agentic in different ways. It posits the importance of making visible and explicit the context and reflexive decision-making as writers shape a product for a purpose and audience.

Impact and interest:

6 citations in Scopus
2 citations in Web of Science®
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ID Code: 76196
Item Type: Journal Article
Refereed: Yes
Keywords: Writing pedagogy, Writing assessment, Reflexive writers, Reflexivity and writing
DOI: 10.1016/j.asw.2014.08.002
ISSN: 10752935
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > English and Literacy Curriculum and Pedagogy (excl. LOTE ESL and TESOL) (130204)
Divisions: Current > Research Centres > Children & Youth Research Centre
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2014 Elsevier
Copyright Statement: This is the author’s version of a work that was accepted for publication in Assessing Writing. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Assessing Writing, [VOL 40, (2014)] DOI: 10.1016/j.asw.2014.08.002
Deposited On: 17 Sep 2014 00:52
Last Modified: 15 Oct 2016 04:13

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