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ERIC Number: EJ870599
Record Type: Journal
Publication Date: 2009
Pages: 39
Abstractor: As Provided
Reference Count: 80
ISSN: ISSN-1086-296X
Student Appropriation of Writing Lessons through Hybrid Composing Practices: Direct, Diffuse, and Indirect Use of Teacher-Offered Writing Tools in an ESL Classroom
Ranker, Jason
Journal of Literacy Research, v41 n4 p393-431 2009
This is a qualitative case study (conducted in an urban, public school classroom in the United States) of the collaborative composing processes of two groups of first-grade students designated as English Language Learners (ELLs) as they wrote in a writing workshop context. I focused on a specific type of the students' hybrid composing practices: those that featured them combining elements of their cultural and linguistic repertoires with writing tools offered by the teacher's lessons. These hybrid composing practices served as a medium for the students to appropriate (Wertsch, 1998) the teacher-offered writing tools into their composing repertoires. I identified three types, or degrees, of student appropriation of lesson elements: direct, diffuse, and indirect. During direct appropriation, students incorporated elements from the writing lesson during the composing period immediately after the lesson. In cases of a diffuse or indirect relationship between the lesson and situated composing, students used lessons from previous days in unpredictable ways, used a broader theme or idea from the lesson, or transformed the purposes of the writing period to explore practices not anticipated by the lesson. Several pedagogical implications related to ELL-designated students' uses of hybrid composing practices in workshop settings are also discussed. (Contains 2 tables, 7 figures and 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States