The formation of writer identity through writing response groups in the classroom
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.