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ERIC Number: EJ1013989
Record Type: Journal
Publication Date: 2013-Jan
Pages: 32
Abstractor: As Provided
ISSN: ISSN-0007-8204
"Starting with What Is": Exploring Response and Responsibility to Student Writing through Collaborative Inquiry
Simon, Rob
English Education, v45 n2 p115-146 Jan 2013
This article examines student teachers' investigations of issues related to writing pedagogy, response, and evaluation in an English methods course, including their use of descriptive review of student writing (Carini, 2001) to analyze adolescents' work collaboratively. Beginning with an examination of prevailing understandings of writing assessment and common instructional models in schools, the article explores critical inquiry-based approaches. This research documents how collaborative investigations encouraged student teachers to explore meaning and intentionality in student writing and to regard students as authors with intentionality and purpose. Findings substantiate adolescents' and student teachers' intellectual and experiential resources, suggesting how these can be a foundation for expanding conceptions and practices related to writing pedagogy, assessment, inquiry-based teaching, and teacher education.
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A