Recognition and Respect: Centering Students' Voices through Writing Groups

Autor/inn/en	Leekeenan, Kira; White, Holland
Titel	Recognition and Respect: Centering Students' Voices through Writing Groups
Quelle	In: English Journal, 110 (2021) 4, S.92-99 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-8274
Schlagwörter	Student Attitudes; Writing Instruction; Writing (Composition); Peer Relationship; Trust (Psychology); Sense of Community; Teaching Methods; Grade 11; High School Students; English Instruction; Language Arts; Peer Evaluation; Feedback (Response); Writing Workshops; English Teachers; Student Projects; Texas (Austin) + Suchen Sie Ihr Suchwort? Schülerverhalten; Schreibunterricht; Schreibübung; Peer-Beziehungen; Teaching method; Lehrmethode; Unterrichtsmethode; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; English langauage lessons; Englischunterricht; Sprachkultur; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Schulprojekt
Abstract	In this article, the authors share what they learned from their study of writing communities, which they refer to as writing groups, during the 2017-18 school year. The authors propose a conceptual framework for writing groups that engages students in the process of designing and participating as writers with their peers. The framework emphasizes the importance of curating an environment where students feel they belong, building trust to write about topics that are meaningful to them, and modeling practices to support talk. The practices and successes shared are rooted in their stance and vigilance to see students as human beings who need safe spaces to critique the social world, while they develop their passions and questions as writers through talk. (ERIC).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01