Argument as Conversation: Students Responding Through Writing to Significant Conversations Across Time and Place

VanDerHeide, Jennifer; Juzwik, Mary M.

doi:10.1002/jaal.754

Cited by 7 publications

(3 citation statements)

References 12 publications

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“…situating the self in relation to other individuals and to other spheres of communication). Dialogic or “conversational entry” approaches frame writing as entering into conversations with others – much like turn-taking in the talk, where interlocutors listen to what others have to say, respond with their own ideas and await the response of those with whom they are in conversation (Graff and Birkenstein, 2018; Juzwik et al , 2018; VanDerHeide and Juzwik, 2018). From this perspective, writing is a “move” people make, a form of action people take, that can productively be conceptualized as functionally equivalent to talking and many other kinds of semiotic activity (Prior and Hengst, 2010) such as bodily movement (Hengst, 2010); artistic expression (e.g.…”

Section: Situating the Pedagogical Approachmentioning

confidence: 99%

Dialogic collaging to cultivate shame resilience in writing classrooms

Juzwik

Antonucci

2020

ETPC

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Purpose Recently, practitioner literature in English education has taken up the issue of writing-related shame in classrooms, calling for teachers to help students develop resilience. One possible approach for nurturing shame resilience around writing is dialogic collaging: students make and dialogically engage with collages and with colleagues to explore the self-as-writer and to connect with others around writing struggles and joys. The purpose of this paper is to share and critically reflect on this pedagogical approach. Design/methodology/approach To share, interpret and consider the limitations and implications of the dialogic collaging pedagogy in service of writing-related shame resilience, the authors offer a multi-voiced narrative about one classroom instantiation of college, from the perspective of a university writing teacher and a student of writing. Findings On the interpretation, this story unfolds three central themes as follows: dialogic collaging can help students to develop a more realistic and situated sense of self-as-writer. That is, students can come to appreciate how “becoming a writer” is a process they – and others around them – are already in, rather than an unreachable achievement at which they will inevitably fail. The stance of playfulness nurtured through the dialogic collage process can provide a helpful distance between self and writing. These processes may – under certain conditions – support shame resilience. Research limitations/implications The conclusion reflects on whether more explicit attention to shame could be fruitful and on the dynamics of teacher vulnerability in writing classrooms. Practical implications The authors hope to inspire writing teachers – particularly in secondary, post-secondary and adult education – to engage with dialogic collaging as part of their pedagogical repertoires. Originality/value Dialogic collaging is a pedagogical approach not previously discussed in the literature on secondary and post-secondary writing instruction, offering one promising way to address writing-related shame. It can make visible and build solidarity around how others are also in the midst of a process of becoming – as writers and/or with writing. This appreciation can help nurture a more realistic, playful and shame-resilient stance toward self-as-writer.

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Section: Situating the Pedagogical Approachmentioning

confidence: 99%

Dialogic collaging to cultivate shame resilience in writing classrooms

Juzwik

Antonucci

2020

ETPC

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“…There is an abundance of literature demonstrating the considerable interest researchers have in understanding more about adolescents' literacy practices in and outside of school (Collie et al, 2016;Moje et al, 2008;Scott Curwood, Magnifico, & Lammers, 2013;Troia, Shankland, & Wolbers, 2012;Villalon et al, 2015) and identifying ways to engage and support secondary youth in meaningful writing practices (Benko, 2012;Bonsur Kurki, 2015;VanDerHeide & Juzwik, 2018). Our aim in this paper is to contribute to these areas; to do so we maintain a focus on 10 secondary adolescents' perspectives on, and use, of time, as they engaged in the development of a demanding writing task over 12 months.…”

Section: Introductionmentioning

confidence: 99%

“…A review of the literature revealed only a handful of studies that focused directly on time-related elements associated with the development of extended writing, with the bulk of these studies focused on the time allocation of teachers regarding their instructional practices in literacy and language arts classrooms (Fisher, 2009;Swerling & Zibulsky, 2014;Zenkov & Harmon, 2009). The remainder indirectly referenced aspects of time; for example, in how to support secondary youth at different stages of the writing process (Benko, 2012;VanDerHeide & Juzwik, 2018) and in how to engage them in writing through alternative approaches (Bonsur Kurki, 2015;Calderón López & Thériault, 2017;Price & Harkins, 2011). A rare find in our review was the work of Roca de Larios, Manchón, Murphy, and Marín (2008), in which they found argument formulation took up the greatest amount of time for adolescent and young adult learners of English.…”

Section: Introductionmentioning

confidence: 99%

An Inquiry into Adolescents’ Experiences with Cognitively Demanding Writing: Time Investment and the Importance of Authenticity’

Mitton-Kukner

Michael

2019

L & L

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In this paper, we describe our 12-month inquiry into understanding adolescents’ experiences, as they engaged in writing that challenged them to construct knowledge by making claims grounded in evidence and reasoning.While engaged in the task of writing a research paper, participants’ perceptions of time were two-fold in that they consistently identified a lack of time and a lack of understanding about the time the research paper demanded.We argue enabling students to have more temporal control over their writing is related to fostering increased metacognition about writing as a process.

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