Positioning in a primary writing workshop: Joint action in the discursive production of writing subjects

Research in the Teaching of English

Volumn 38, Issue 4, 2004, Pages 420-462

  Bomer, Randy ^a   Laman, Tasha ^b  

^a UNIVERSITY OF TEXAS   (United States)

^b INDIANA UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 21544436888     PISSN: 0034527X     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (98)

1. ALMASI, J. F. (1995). The nature of fourth graders' sociocognitive conflicts in peer-led and teacher-led discussions of literature. Reading Research Quarterly, 30, 314-351.
2. ALMASI, J. F., & RUSSELL, W. S. (2000). Positioning for power: The female pariah in peer discussions of text. Scottsdale, AZ: National Reading Conference.
3. ALTHUSSER, L. (1971). Lenin and philosophy (B. Brewster, Trans.). London: New Left Books.
4. ALVERMANN, D. E. (1996). Peer-led discussions: Whose interests are served? Journal of Adolescent and Adult Literacy, 39, 282-289.
5. ATWELL, N. (1989). In the middle: Writing, reading & learning with adolescents. Portsmouth, NH: Heinemann.
6. AUSTIN, J. L. (1962). How to do things with words. Cambridge, MA: Harvard University Press.
7. BAKHTIN, M. M. (1981). The dialogic imagination (M. Holquist & C. Emerson, Trans.). Austin, TX: University of Texas Press.
8. BAKHTIN, M. M. (1984). Rabelais and his world (H. Iswolsky, Trans.). Bloomington, IN: Indiana University Press.
9. BAKHTIN, M. M. (1986). Speech genres and other late essays (V. W. McGee, Trans.). Austin, TX: University of Texas Press.
10. BARTHOLOMAE, D. (1985). Inventing the university: In M. Rose (Ed.), When a writer can't write: Studies in writer's block and other composing process problems (pp. 134-165). New York: Guilford.
11. BAUMAN, R., & BRIGGS, C. L. (1990). Poetics and performance as critical perspectives on language and social life. Annual Review of Anthropology, 19, 58-88.
12. BAZERMAN, C. (2001). Anxiety in action: Sullivan's interpersonal psychiatry as a supplement to Vygotskian psychology. Mind, Culture, and Activity, 8, 174-186.
13. BEAUMONT, C. J. (1999). Dilemmas of peer assistance in a bilingual full inclusion classroom. Elementary School Journal, 99, 233-254.
14. BLOOME, D., & EGAN-ROBERTSON, A. (1993). The social construction of intertextuality in classroom reading and writing lessons. Reading Research Quarterly, 28, 305-333.
15. BURKE, K. (1969). A grammar of motives. Berkeley, CA: University of California Press.
16. BUTLER, J. P. (1990). Gender trouble: Feminism and the subversion of identity. New York: Routledge.
17. CALKINS, L. M. (1986). The art of teaching writing. Portsmouth, NH: Heinemann.
18. CARBAUGH, D. (1999). Positioning as display of cultural identity. In R. Harré & L. van Langenhove (Eds.), Positioning theory (pp. 160-177). Oxford, UK: Blackwell.
19. CLARK, R., & IVANIC, R. (1997). The politics of writing. London: Routledge.
20. COLE, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Harvard University Press.
21. COLLINS, E., & GREEN, J. L. (1992). Learning in classroom settings: Making or breaking a culture. In H. H. Marshall (Ed.), Redefining student learning: Roots of educational change. Norwood, NJ: Ablex.
22. CORSARO, W. (1981). Entering the child's world - Research strategies for field entry and data collection in a preschool setting. In J. Green & C. Wallat (Eds.), Ethnography and language in educational settings (pp. 117-145). Norwood, NJ: Ablex.
23. DAIUTE, C., & DALTON, B. (1993). Collaboration between children learning to write: Can novices be masters? Cognition & Instruction, 10, 281-333.
24. DALY, J. A., VANGELISTI, A., & WITTE, S. P. (1988). Writing apprehension in the classroom context. In B. A. Rafoth & D. L. Rubin (Eds.), The social construction of written communication (pp. 147-174). Norwood, NJ: Ablex.
25. DAVIES, B., & HARRE, R. (1990). Positioning: The discursive production of selves. Journal for the Theory of Social Behavior, 20, 43-63.
26. DIPARDO, A., & SCHNACK, P. (2004). Expanding the web of meaning: Thought and emotion in an intergenerational reading and writing program. Reading Research Quarterly, 39, 14-37.
27. DIXON-KRAUSS, L. (Ed.). (1996). Vygotsky in the classroom: Mediated literacy instruction and assessment. White Plains, NY: Longman.
28. DYSON, A. H. (1983). The role of oral language in early writing processes. Research in the Teaching of English, 17, 1-31.
29. DYSON, A. H. (1993). Social worlds of children learning to write in an urban primary school. New York: Teachers College Press.
30. DYSON, A. H. (1997). Writing superheroes: Contemporary childhood, popular culture, and classroom literacy. New York: Teachers College Press.
31. ELMORE, R. F., & FUHRMAN, S. H. (1995). Opportunity-to-learn standards and the state role in education. Teachers College Record, 96, 433-458.
32. ERICKSON, F., & GUTIÉRREZ, K. (2003). Culture, rigor, and science in educational research. Educational Researcher, 31, 21-24.
33. FAIGLEY, L., DALY, J. A., & WITTE, S. P. ( 1981 ). The role of writing apprehension in writing performance and competence. Journal of Educational Research, 75, 16-21.
34. FAIRCLOUGH, N. (1989). Language and power. London: Longman.
35. FAIRCLOUGH, N. (1995). Critical discourse analysis: The critical study of language. London: Longman.
36. FLINT, A. S. (2000). Know-it-alls, identifiers, and solidifiers. Reading Research and Instruction, 39, 119-134.
37. FLORIANI, A. (1994). Negotiating what counts: Roles and relationships, texts and contexts, content and meaning. Linguistics and Education, 5, 241-274.
38. FLOWER, L. (1989). Cognition, context, and theory building. College Composition and Communication, 40, 282-311.
39. FOUCAULT, M. (1977). Discipline and punish: The birth of the prison (A. Sheridan, Trans.). New York: Vintage.
40. GABRIELE, A. B. (1996). Making intimacy: Relationships between imperfect partners. Unpublished manuscript.
41. GALLAS, K. (1998). "Sometimes I can be anything": Power, gender, and identity in a primary classroom. New York: Teachers College Press.
42. GARFINKEL, H. (1967). Studies in ethnomethodology. New York: Prentice-Hall.
43. GEE, J. (1990). Social linguistics and literacies. London: Falmer.
44. GLASER, B., & STRAUSS, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Chicago: Aldine.
45. GOFFMAN, E. (1973). The presentation of self in everyday life. Woodstock, NY: Overlook Press.
46. GOFFMAN, E. (1986). Frame analysis: An essay on the organization of experience. Boston, MA: Northeastern University Press.
47. GRAVES, D. (1983). The growth and development of first grade writers. In A. Freedman, I. Pringle & J. Yalden (Eds.), Learning to write: First language/second language (pp. 55-66). New York: Longman.
48. GREEN, J. L., & DIXON, C. N. (1994). The social construction of classroom life. In A. Purves (Ed.), International encyclopedia of English and the language arts ( Vol. 2, pp. 1075-1078). New York: Scholastic.
49. GREEN, J. L., FRANQUIZ, M., & DIXON, C. (1997). The myth of the objective transcript. TESOL Quarterly, 31, 172-176.
50. GREEN, J. L., & WALLAT, C. (1981). Ethnography and language in educational settings. Norwood, NJ: Ablex.
51. GUTIÉRREZ, K. D., & STONE, L. D. (2000). Synchronic and diachronic dimensions of social practice: An emerging methodology for cultural-historical perspectives on literacy learning. In C. D. Lee & P. Smagorinsky (Eds.), Vygotskian perspectives on literacy research: Constructing meaning through collaborative inquiry (pp. 150-164). Cambridge, UK: Cambridge University Press.
52. HARRE, R., & VAN LANGENHOVE, L. (Eds.). (1999). Positioning theory: Moral contexts of intentional action. Maiden, MA: Blackwell.
53. HOLLAND, D., LACHICOTTE, W., SKINNER, D., & CAIN, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.
54. HOLLWAY, W. (1984). Gender difference and the production of subjectivity. In J. Henriques, W. Hollway, C. Urwin, C. Venn & V. Walkerdine (Eds.), Changing the subject: Psychology, social regulation, and subjectivity (pp. 227-263). London: Methuen.
55. KOSHEWA, A. (1999). Discipline and democracy: Teachers on trial. Portsmouth, NH: Heinemann.
56. LABOV, W. (1972). Sociolinguistic patterns. Philadelphia: University of Pennsylvania.
57. LARSON, J. (1999). Analyzing participation frameworks in kindergarten writing activity: The role of overhearer in learning to write. Written Communication, 16, 225-257.
58. LEANDER, K. (2002a). Locating Latanya: The situated production of identity artifacts in classroom interaction. Research in the Teaching of English, 37, 198-250.
59. LEANDER, K. (2002b). Polycontextual construction zones: Mapping the expansion of schooled space and identity. Mind, Culture, and Activity, 9, 211-237.
60. LEMKE, J. L. (2000). Across the scales of time: Artifacts, activities, and meanings in ecosocial systems. Mind, Culture, and Activity, 7, 273-290.
61. LENSMIRE, T. (1994a). When children write: Critical revisions of the writing workshop. New York: Teachers College Press.
62. LENSMIRE, T. J. ( 1994b). Writing workshops as carnival: Reflections on an alternative learning environment. Harvard Educational Review, 64, 371-391.
63. LEWIS, C. (1997). The social drama of literature discussions in a fifth/sixth-grade classroom. Research in the Teaching of English, 31, 163-204.
64. MARTIN, J. R. (1993). A contextual view of language. In B. Cope & M. Kalantzis (Eds.), The powers of literacy: A genre approach to teaching writing (pp. 116-136). Pittsburgh, PA: University of Pittsburgh Press.
65. McCARTHEY, S. J. (1994). Authors, text, and talk: The internalization of dialogue from social interaction during writing. Rending Research Quarterly, 29, 201-231.
66. McDERMOTT, R. P. (1987). The explanation of minority school failure, again. Anthropology & Education Quarterly, 18, 361-364.
67. McDERMOTT, R. P., GOSPODINOFF, K., & ARON, J. (1978). Criteria for an ethnographically adequate description of concerted activities and their contexts. Semiotics, 24, 245-275.
68. McDONNELL, L. M. (1995). Opportunity to learn as research concept and policy instrument. Educational Evaluation and ' Policy Analysis, 17, 305-322.
69. MERRIAM, S. (1988). Case study research in education: A qualitative approach. San Francisco: Jossey-Bass.
70. MILLS, S. (1997). Discourse. London: Routledge.
71. MISHLER, E. G. (1991). Representing discourse: The rhetoric of transcription. Journal of Narrative and Life History, 1, 255-280.
72. NEWKIRK, T. (1989). More than stories: The range of children's writing. Portsmouth, NH: Heinemann.
73. OAKES, J. ( 1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.
74. ONG, W. J. ( 1975). The writer's audience is always a fiction. PMLA, 90, 9-21.
75. PAJARES, F. (1996). Self-efficacy beliefs in academic setting. Review of Educational Research, 66, 543-578.
76. PUTNEY, L. G., GREEN, J., DIXON, C., DURÁN, R., & YEAGER, B. (2000). Consequential progressions: Exploring collective-individual development in a bilingual classroom. In C. D. Lee & P. Smagorinsky (Eds.), Vygotskian perspectives on literacy research: Constructing meaning through collaborative inquiry (pp. 86-126). Cambridge, UK: Cambridge University Press.
77. RICHARDS, P. (1986). Risk. In H.S. Becker with P. Richards, Writing for social scientists: How to start and finish your thesis, book, or article (pp. 108-120). Chicago: University of Chicago Press.
78. RITCHIE, S. M., & RIGANO, D. L. (2001). Researcher-participant positioning in classroom research. Qualitative Studies in Education, 14, 741-756.
79. ROWE, D. W., FITCH, J. M., & BASS, A. S. (2001). Power, identity, and instructional stance in writers' workshop. Language Arts, 75, 426-434.
80. SEARLE, J. R. ( 1970). Speech acts: An essay in the philosophy of language. Cambridge: Cambridge U.P.
81. SHOTTER, J. (1993). Conversational realities: Constructing life through language. London: Sage.
82. SMITH, D. E. (1990). Texts, facts, and femininity: Exploring the relations of ruling. London: Routledge.
83. SOLSKEN, J., WILLETT, J., & WILSON-KEENAN, J. A. (2000). Cultivating hybrid texts in multicultural classrooms: Promise and challenge. Research in the Teaching of English, 35, 179-212.
84. SOWERS, S. (1985). Learning to write in a workshop: A study in grades one through four. In M. Farr (Ed.), Advances in writing research, Volume One: Children's early writing development (pp. 297-342). Norwood, NJ: Ablex.
85. SPERLING, M. (1990). I want to talk to each of you: Collaboration and the teacher-student writing conference. Research in the Teaching of English, 24, 279-321.
86. STAR, S. L., & GRIESEMER, J. R. (1989). Institutional ecology, translations, and boundary objects: Amateurs and professionals in Berkeley's Museum of Vertebrate Zoology 1907-1939. Social Studies of Science, 19, 387-420.
87. STUCKEY, J. E. (1991). The violence of literacy. Portsmouth, NH: Boynton-Cook.
88. SULLIVAN, H. S. (1953). The interpersonal theory of psychiatry. NY: Norton.
89. SULLIVAN, H. S. (1964). The fusion of psychiatry and the social sciences. NY: Norton.
90. SWAIM, J. F. (2002). Laughing together in carnival: A tale of two writers. Language Arts, 79, 337-346.
91. VAN LANGENHOVE, L., & HARRÉ, R. (1999). Introducing positioning theory. In R. Harré & L. van Langenhove (Eds.), Positioning theory (pp. 14-31). Oxford, UK: Blackwell.
92. VARENNE, H. (1984). American school language: Culturally patterned conflicts in a suburban high school. New York: Irvington Publishers.
93. VARENNE, H., & MCDERMOTT, R. (1999). Successful failure: The school America builds. Boulder, CO: Westview Press.
94. VYGOTSKY, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
95. VYGOTSKY, L. S. ( 1986). Thought and language (A. Kozulin, Trans.). Cambridge, MA: MIT Press.
96. WERTSCH, J. V. ( 1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.
97. WEST, J. (1996). Getting help when you need it: The relations between social status and third graders' helping interactions during literacy events. In D. J. Leu, C. K. Kinzer & K. A. Hinchman (Eds.), Literacies for the 21st century: 45th yearbook of the National Reading Conference (pp. 59-75). Chicago, IL: National Reading Conference.
98. WHEELOCK, A. (1992). Crossing the tracks: How "untracking" can save America's schools. New York: New Press.