Reflective practices in collaborative writing of primary school students

Anke Herder, Jan Berenst, Kees de Glopper, Tom Koole

    Research output: Contribution to journalArticleAcademicpeer-review

    7 Citations (Scopus)

    Abstract

    In this study we explore how reflective practices function in the process of collaborative writing of primary school students, performing writing tasks in the context of inquiry learning. Previous research has established that reflecting on the writing process and use of metalanguage are significant for developing writing proficiency. The Conversation Analysis-informed exploration displayed different practices. First, students reflect on appropriateness, in terms of redundancy, relevance and style, when accounting for the rejection of a proposal. Second, students reflect on correctness of spelling, punctuation and grammar, which becomes observable in recruitments, instructions and corrections. The findings suggest that students share a strong orientation to certain writing norms that are merely made relevant in a responsive manner.
    Original languageEnglish
    Pages (from-to)160-174
    Number of pages15
    JournalInternational Journal of Educational Research
    Volume90
    DOIs
    Publication statusPublished - 2018

    Keywords

    • collaborative writing
    • reflective practice
    • metatalk
    • conversation analysis
    • TEXT PRODUCTION
    • KNOWLEDGE
    • METADISCOURSE
    • TEACHERS
    • PRAGMATICS
    • CREATIVITY
    • CLASSROOM
    • REPAIR
    • SPACES
    • TALK

    Cite this