NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1005494
Record Type: Journal
Publication Date: 2013
Pages: 22
Abstractor: As Provided
Reference Count: 18
ISSN: ISSN-1052-0147
Hand-I Coordination: Interpreting Student Writings and Drawings as Expressions of Identity
Schaenen, Inda
Qualitative Report, v18 Article 24 2013
In schools where curricular constraints and testing pressures narrow the ways in which students can take up identities as writers, longterm enrichment programs offer opportunities for the meaningful design of compositions. This paper, which presents the work of four elementary student participants in a writing workshop, shows how qualitative inquiry--in particular critical multimodal analysis--can enable a teacher researcher to see, interpret, and explain what might be going on in the writings and drawings of students, and how these illuminations help establish and expand the identities of students as writers. I focus especially on the work of one student over three years, and share the methodological procedures I drew upon in order to generate claims about his writing identity. (Contains 2 footnotes.)
Nova Southeastern University. 3301 College Avenue, Fort Lauderdale, FL 33317. Tel: 954-262-5389; Fax: 954-262-3970; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Elementary Education; Grade 2; Grade 3; Grade 4; Intermediate Grades; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A