ERIC Number: ED369093
Record Type: RIE
Publication Date: 1994-Mar
Reference Count: N/A
Re-Negotiating Authority in Composition: Student-Led Discussions and the Interpretation of Text.
Few empirical studies have focused on how composition students draw on classroom interactions to develop as writers. For instance, when students disagree fundamentally in their interpretations of what they have read, how are the range of voices reflected in their subsequent writing? The student-led format for discussions proves conducive to participation with often more than 90% of students speaking during such sessions. Case studies: (1) refute the assumption that a student has to participate in classroom discussions to benefit from them as a writer; (2) lead students to accept the idea that multiple interpretations of texts are permissible; (3) help students recognize that classroom diversity leads to productive difference of perspective; (4) point out that the essential ingredients of mutual respect and willingness to listen in a discussion can influence students to write papers that are springboards for introducing topics and raising questions during discussions; and (5) help students understand that both discussing and writing are occasions for rethinking. The interaction of oral and written language is underscored by the wide array of ways students draw upon each other's words and ideas when they are writing about books. Student-led discussions allow renegotiation of authority in the classroom with the aim of allowing students to effectively (and independently) engage each other and the text. Above all, students themselves view student-led discussions of literature as a welcome alternative to school-as-usual--one that transforms how they view themselves as readers talking and writing about texts. (SAM)
Publication Type: Opinion Papers; Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Speaking Writing Relationship; Text Factors; Writing Development
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (45th, Nashville, TN, March 16-19, 1994).