Reconceptualizing Response to Writing from a Longitudinal Perspective: Writing Development and Dialogic Interaction

Resumen Given the amount of time writing instructors spend in providing feedback on writing, researchers have sought to understand many dimensions feedback, especially practices that best support student development. A number perspectives response and this study builds work by examining perceptions responses from a longitudinal perspective. This interview-based draws data college students who were interviewed once each year for five years (four undergraduate education fifth graduate school or workplace). Conducted at major private university United States, article its five-year 189 (a random sample 12% incoming freshman class) collected student’s out class, included semi-structured interviews with subgroup 39 during period. The focused students’ lives investigated aspects their experience both school. presents an analysis factors contributed development as writers, initial coding interview showed was far most influential contributor Further understanding who, what, when, where, why, how is, fine-grained level ways degree which growth writers. Elements theories dialogism dialectic particularly useful highlighting features effective writing; specifically, idea impactful forms took place when there frequent ongoing dialogues between writer responder particular set characteristics. These types conversations conducted peers outside classroom settings. Results suggest future should look beyond individual instances chains communication, seek writers integrate into practices. also settings highly sense own Implications research teaching are discussed. Specifically, it is suggested teachers those responsible pedagogy encouraged consider they can facilitate multiple, streams high-quality students, prioritize these instructional practice pedagogies. Keywords language instruction, learning processes, literacy methods