Teacher Discourse in Writing Conferences: Offering Writing Identities and Building Relationships

• In Event: Poster Session 14
  In Poster Session: Advances in Reading and Writing Research

Abstract

The elementary writing conference is one promising area within research on writing pedagogy that can support the instruction of academic discourses, especially for marginalized students who have not seen much success within the school setting. In this study, I draw upon socio-cultural and positioning theories to examine the discourse of an elementary school teacher as he conferred with a focal student during the final three days of a month long opinion writing unit at a highly diverse, urban public elementary school. Using a qualitative analysis of verbal and semiotic moves within the conference, I identify and present how the teacher mediated opportunities to learn through language, positioning, and a focus on the student’s social-emotional state.

Author

• Erin Marie Bird, University of Washington - Seattle