Revolution Lullabye

February 19, 2009

Berkenkotter, Student Writers and Their Sense of Authority over Texts

Berkenkotter, Carol. “Student Writers and Their Sense of Authority over Texts.” CCC 35.3 (October 1984) 312-319.

The field promotes peer-response, whether through writers groups or class workshops, as an important element in the writing process, yet it is unclear how helpful peer critique is to students who are, sometimes for the first time, emerging as writers with a sense of authority over their texts. Berkenkotter shows the range of responses students might have to peer response through three case studies, each of a student who has recorded his or her composing and revision process in a series of think-aloud protocols and whose peer workshop groups and teacher conferences were tape recorded as well. One student resisted all peer critique; another student listened to peer critique but did not completely cede his own vision and authority of his writing; the third student ceded too much of her own authority, changing her essay in ways that her peers suggested but that she did not completely agree with. Teachers need to keep these varying reactions to peer response in mind when constructing their pedagogy.

Notable Notes

some students feel responsibility to writers; others do not know how to compromise their needs and the readers’ needs.

tenuous situation with a student who is just emerging as a writer

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