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Bridging discourses in a writing classroom
Umeå University, Faculty of Arts, Department of language studies.
2013 (English)In: Education Inquiry, ISSN 2000-4508, Vol. 4, no 2, 315-332 p.Article in journal (Refereed) Published
Abstract [en]

The aim of this study is to describe and analyse the writing discourse in one classroom and how students learn through studying a topic, i.e. the teaching and learning of written argument. The study takes its stance from a sociocultural perspective and is influenced by discourse analyses, new literacy studies and critical literacy (Fairclough1989; Barton 2007; Janks 2010; Ivanič 2004). Data from year 6 in Sweden consists of observations, informal conversations, teachers’ planning and students’ written texts, i.e. letters to a newspaper editor. The results are presented in terms of four themes that became apparent during the reading of the data, viz. (1) teaching for learning - deconstruction; (2) dialogue and scaffolding for learning – enabling access; (3) reconstruction, feedback and students’ reflections for learning; and (4) writing to learn. The data is analysed and discussed on the basis of four concepts for developing critical literacy, viz. access, deconstruction, reconstruction and domination (cf. Janks 2010:21 – 32). The study indicates that explicit teaching of a written argument gives students access to the dominating structure of the genre if they are given the time and tools to reflect and be given feedback from the teacher.

Place, publisher, year, edition, pages
Umeå: Umeå School of Education, Umeå University , 2013. Vol. 4, no 2, 315-332 p.
Keyword [en]
literacy, critical literacy, written argument, response, teaching, learning, Swedish nine-year compulsory school
National Category
Pedagogical Work
Research subject
educational work
URN: urn:nbn:se:umu:diva-72831OAI: diva2:628019
Available from: 2013-06-13 Created: 2013-06-13 Last updated: 2014-01-20Bibliographically approved

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Lundgren, Berit
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