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This qualitative case study delves into the intricate interplay between dialogism in writing and its impact on the self-perceptions of eighth-grade students as writers. The research investigates how classroom discourses, both with teachers and peers, influence students' evolving perceptions of their writing abilities and examines the trajectory of students' writing development through dialogic interactions. Two central questions guide this inquiry: 1) How do classroom discourses shape 8th-grade students’ self-perceptions as writers? 2) How does 8th grade student writing evolve through dialogic conversation within the language arts classroom? By elucidating the dynamics of dialogism in the context of middle school writing instruction, this study aims to contribute valuable insights to both pedagogical practice and the broader understanding of adolescent literacy development.