Research Paper on Co-management of writing assignments in the classroom

Description

Title: Co-management of writing assignments in the classroom

Abstract: This article introduces several research methodologies on cognitive and social processes in writing before offering a model of co-regulation of writing assignments in the classroom. These suggestions comprise the following: The situated approach defines co-regulation as the result of self-regulatory processes and sources of contextual regulation (such as the design of the teaching/learning environment, teacher interventions and interactions with students, peer relationships, tools, and artifacts) cooperating to produce co-regulation. The interplay between these two categories of stimuli is referred to as co-regulation. This viewpoint is supported by the results of research that looked at a writing exercise done in classes with fifth- and sixth-graders. The writing activity was the subject of a study conducted in the classroom. The two aspects of co-regulation of students’ writing on which this study focuses are (1) how whole-class discussions contribute to the emergence of taken-as-shared messaging about the writing task and (2) how self-regulation (expressed in the revisions students make on their drafts) and regulations resulting from peer interaction are articulated. Class discussions’ function in forming taken-as-shared messages about the writing is the first component of co-regulating students’ writing (reflected in revisions made during dyadic interaction). The implications of the research’s findings for teaching writing are considered in light of the findings.”

Keywords: co-regulation, learning to write, revision, situated learning, writing instruction”

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Subject: ELT – English Language Teaching

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