Title: Sociocultural Perspectives on Independent and Interdependent Identity Development in the Writers’ Workshop
Stream: Mind
Presentation Type: Oral Presentation
Authors:
Sara A. Field, George Mason University, United States
Abstract:
The study of writing often focuses on text production or the cognitive events in producing writing. Issues of researching, teaching, and producing writing are further complicated from a sociocultural perspective, which posits that “good writing” is socially constructed, not universal (Woodard, R., & Kline, S., 2016). This presentation explores the Writers’ Workshop model from a sociocultural framework, examining how the procedures, environment, and community of practice motivate students to develop independent and interdependent writing identities. Writing and Writers’ Workshop are social and cultural processes that reflect and privilege cultural values (Woodard, R., & Kline, S., 2016). Writers’ Workshop is a process-oriented approach to writing that focuses on student choice, ample writing time, conferencing, sharing, and building a community of writers (Calkins, L. M., & Harwayne, S., 1991). Research supports that the process-orientation model increases self-efficacy, engagement, and other motivation constructs that correlate to academic achievement (Pajares, F., Johnson, M.J., & Usher, E.L., 2007). In addition to increasing writing performance, writing and writing identity change and develop through social interactions (Woodard, R., & Kline, S., 2016). Writers’ Workshop creates a community of practice in which students learn from each other through sharing, peer feedback, and vicarious learning. Writers’ Workshop fosters social interactions among students (Burns, T.J., 2001; Englert, C.S., 1992; Rowe, D.W., Fitch, J.M., & Bass, A.S., 2001; Vygotsky, 1978; and Woodward, R, & Kline, S., 2016); teachers can leverage those social interactions so students can independently and interdependently develop writing identities and proficiencies.
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