Reflective practices in collaborative writing of primary school students

Herder, A., Berenst, J., de Glopper, K. & Koole, T., 2018, In : International Journal of Educational Research. 90, p. 160-174 15 p.

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  • Reflective practices in collaborative writing of primary schoolstudents

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In this study we explore how reflective practices function in the process of collaborative writing of primary school students, performing writing tasks in the context of inquiry learning. Previous research has established that reflecting on the writing process and use of metalanguage are significant for developing writing proficiency. The Conversation Analysis-informed exploration displayed different practices. First, students reflect on appropriateness, in terms of redundancy, relevance and style, when accounting for the rejection of a proposal. Second, students reflect on correctness of spelling, punctuation and grammar, which becomes observable in recruitments, instructions and corrections. The findings suggest that students share a strong orientation to certain writing norms that are merely made relevant in a responsive manner.
Original languageEnglish
Pages (from-to)160-174
Number of pages15
JournalInternational Journal of Educational Research
Publication statusPublished - 2018


  • collaborative writing, reflective practice, metatalk, conversation analysis, TEXT PRODUCTION, KNOWLEDGE, METADISCOURSE, TEACHERS, PRAGMATICS, CREATIVITY, CLASSROOM, REPAIR, SPACES, TALK

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