Patterns in naturally occurring interactions in early writing instruction

Abstract

This article examines what happens when first grade students (age six) interact and talk with each other while writing individual texts. The data for the study comprises observations and video-recordings from 26 writing lessons in two different first grade classrooms in Norway. The study builds on sociocultural theories of writing that argue that writing is an activity that unfolds within writing communities in which each writer’s knowledge and skills have the potential to become a shared resource for the participants. The analysis found that students’ interactions can be grouped into five categories: copying, unsolicited advice, subteaching, mutual commenting and ignored initiatives. Within these different patterns of interaction, students seemed to explore and practice writing in varying ways; so it is therefore useful for teachers to be aware of what type of interaction is occurring. The findings indicate that students’ interaction elicits many benefits, as students are found to practice spelling, handwriting, and composing; use and develop their writing metalanguage; and experience being writers in a writing community. At the same time, interaction can make students socially vulnerable, and advice from peers can be too focused on correctness and can be unwelcome.