The Framing of Writing and Rhetorical Agency

• In Event: Critical Perspectives on Writing

Abstract

In the present study, we conduct a critical discourse analysis of teacher talk across important components of argument writing instruction to examine how the various discourses used to frame argument writing in elementary classrooms might expand or constrain opportunities for students to develop rhetorical agency. In this case study of a 5th grade classroom, we found that sociopolitical discourses, which frame writing as a situated, social act, were common during idea generation. However, during engagement with and production of texts (i.e., students putting their ideas to paper), discourses of ‘doing writing’ and school norms frame writing as a prescribed, neutral practice. We discuss the implications these framings may have for fostering students’ rhetorical agency.

Authors

• Erin Lane, University of Washington - Seattle

• Mary Northey, University of Washington

• Heather Tiffany Hebard, University of Washington - Seattle

• Deborah McCutchen, University of Washington - Seattle

• Sonia Kim, University of Washington - Seattle

• Kayla Polk, University of Washington - Seattle