From “What did I write?” to “Is this right?”: Intention, convention, and accountability in early literacy

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Date
2008-01
Journal Title
Journal ISSN
Volume Title
Publisher
The New Educator
Abstract
When children enter public kindergartens in the current atmosphere of high stakes testing, they often encounter an emphasis on correctness that casts doubt on the integrity of their personally invented messages, prompting them to ask not “What did I write?” but “Is this right?” This ethnographic case study examines early writing by 23 kindergarten children within the context of their free-writing time and their teacher’s plan to restore intention to compensate for a mandated curriculum that overemphasized convention. Children’s writing samples were analyzed before and after the teacher introduced peer sharing, a strategy aimed at reestablishing the children’s communicative intent.
Description
This is a post-print version of the published article, in accordance with the distribution stipulations set by Taylor & Francis.
Keywords
Writing, assessment, early literacy, writing development
Citation
Wohlwend, K. E. (2008). From “What did I write?” to “Is this right?”: Intention, convention, and accountability in early literacy. The New Educator, 4(1), 43-63.
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Rights
Type
Article