Nature and function of proposals in collaborative writing of primary school students

Abstract

The nature and function of proposals in collaborative writing of primary school students was studied from a sociocultural, interactional perspective, using data from 33 writing events in the context of inquiry learning. Five main targets of proposals were identified: content, procedure, translation, text structure and layout. We demonstrate how proposals are designed in different declarative and interrogative constructions. The objective of a proposal appears to be related to both the syntactical design, and the ways in which participants respond to proposals. Proposals for content and translation generate extensive discourse, in contrast to procedural proposals. Writing down the agreed words or sentences occurs in various sequential positions and consequently performs a different function in the joint construction of text. The results enhance our understanding of how primary school students collaboratively write texts.

Výzkum interakce mezi spolužáky: přehled konverzačněanalytických studií

“…Řada studií z tabulky 1 analyzuje praktiky používané žáky a studenty při společném plánování nebo řešení zadané úlohy. Například ukazují, jak při společné produkci textu mluvčí diskutují o obsahu psaného textu, navrhují možné formulace, překládají z nebo do mateřského jazyka, píšou a zároveň čtou vznikající text a diskutují o vhodnosti použitých formulací (Herder et al, 2018;Jakonen, 2019;Kunitz, 2015;Sundrarajun & Kiely, 2010). Podobně ve výuce fyziky studenti společně kreslí silový diagram, zanášejí a interpretují síly působící na zakreslená tělesa a opravují chybně zakreslené vektory (Berge & Weilenmann, 2014).…”

Peer talk in collaborative writing of primary school students: A conversation analytic study of student interaction in the context of inquiry learning

“…Different practices can be differentiated, concerning linguistic construction and turn placement, in both initiating and responsive positions, performing various conversational actions. These actions are all embedded in the cyclical process of writing, consisting of the three recursive phases of planning, translating and revising (Flower & Hayes, 1980;Hayes, 1996;Hayes 2011), which is observable in peer talk (Rojas-Drummond, et al, 2008;Vass, 2007), and strongly driven by sequences of proffering and discussing proposals (Herder, et al, 2018a). One type of utterance with 'you know' in an interrogative format, was used to invite peers to come up with new ideas (nine instances), for instance: 'do you know one more?'…”

“…Two girls generate interview questions for the owner of a bar annexe camping, and in line 222 Caren proffers to ask if they had coffee in former times. Maya accepts the idea non-verbally by writing down the new suggestion (Herder, et al, 2018a), which is the seventh question (line 224). While she is writing, Caren instructs her to use two d's in the word hadden (had), in line 226.…”

“…this is the polder mill ((places pen on paper))In line 13, Rebecca start proposing additional information (from the outside), but does not finish this expansion, and instead performs an other-correction concerning the location of the mill: it is situated in Newlan, not in Wornich. In line 15, student B then starts writing down de Newlandse molen (the Newlander mill) on the poster, with which she accepts the other-correction (see alsoHerder, Berenst, De Glopper & Koole, 2018a). In an earlier study on reflective practices of primary school students writing together (Herder et al, 2018b), we established how linguistic knowledge is displayed in other-corrections concerning spelling or grammar issues.…”

Early childhood problem-solving interaction: young children’s discourse during small-group work in primary school

“…As mentioned before, CARM offers interesting opportunities to explore. The video data that are part of this thesis, as well as the data of other papers and theses in this field (Herder, Berenst, De Glopper, & Koole, 2018;Van der Schaaf, 2016;Willemsen, Gosen, Van Braak, Koole, & De Glopper, 2018;Willemsen, Gosen, Koole, & De Glopper, 2019), provide sufficient ground for the development of CARM workshops for teachers on this or related issues and to investigate the interactional changes that occur under the influence of training, workshops and education into which CARM was integrated.…”