Open Access Te Herenga Waka-Victoria University of Wellington
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The formation of writer identity through writing response groups in the classroom

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posted on 2021-11-22, 15:19 authored by Piters, Andrea

Supporting the formation of children's identity as writers in the context of interaction within a writing response group was the focus of this study.  The children in the study were in a composite Year Seven and Eight class. The children were randomly placed in groups of five or six members. Talk in the groups, students' writing journals, and the teacher/researcher's journal were analysed from a socio-cultural perspective to investigate how the group contributed to the formation of children's literate identity.  The analysis revealed that responses served to acknowledge children's writing as interesting and worthy of attention. The acknowledgement created a social energy that contributed to growth in children's writing, enabling children access to the roles they desired in the classroom.  The study highlighted the importance of children being able to form an identity as a writer to enable them to successfully engage in literacy activities.


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Date of Award



Te Herenga Waka—Victoria University of Wellington

Rights License

Author Retains Copyright

Degree Discipline


Degree Grantor

Te Herenga Waka—Victoria University of Wellington

Degree Level


Degree Name

Master of Education

Victoria University of Wellington Unit

Faculty of Education / Te Whānau o Ako Pai

Victoria University of Wellington Item Type

Awarded Research Masters Thesis



Victoria University of Wellington School

School of Education / Te Puna Akopai