Studies from many countries report that secondary school students do not master written argumentation well enough. This article presents a case study from lower secondary school where the question of problems in written argumentation is approached from a different angle: instead of focusing on argumentative weaknesses in student texts, it concentrates on what students are capable of and struggle with when they write argumentative texts in cooperation with a scaffolding teacher. Findings from this study show that a clear text pattern communicated through teaching and teacher response helped weak as well as strong writers to improve common problems related to audience awareness and the structure of argumentative texts. In cooperation with a commenting teacher all students were also able to support a standpoint with more reasons and to strengthen their own position by refuting a counterargument, although to varying degrees. However, only a couple of revised texts suggest that students had the will, skill and insight needed to follow up teacher response that encouraged a more distanced view on heated debates, conflict negotiations, self-reflection and critical thinking.
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Mens teksten blir til: digital respons til elevtekstar under arbeid MARI-ANN IGLAND OG SIV ELLEN ØSTREM SAMANDRAG I denne artikkelen presenterer vi to kasusstudiar av korleis laerarar og elevar i åttandeklassar ved to ulike skular brukte kommentarfunksjonen i Google Dokumenter i kvar sin skriveprosess. Observasjons-og tekstbaserte analysar av dei to skriveprosessane viser fram ein samansett responspraksis som kombinerer godt etablerte arbeidsmåtar med nye moglegheiter som oppstår i to hovudformer for digitale laerarelevdialogar om tekst under arbeid. NØKKELORD pedagogisk tekstrespons | digitale laerarkommentarar | tekstrevisjon | skriveopplaering | dialog om tekstutkast ABSTRACT This article presents two case studies on how teachers and students in grade eight classes at two different schools use the digital commentary function in Google Docs during writing processes. Analyses of observations and texts display a complex response practice that combines well established methods of teaching with new possibilities growing out of two main forms of digital teacher-student-dialogues about work in progress. KEY WORDS Pedagogical text response | digital teacher comments | text revision | the teaching and learning of writing | dialogues on text in progress
Major Western language communities often establish their own official, self-contained centers of research within a field, in connection to which minor language communities are obliged to play more marginal roles on the periphery. This does not result in the latter communities simply importing, following, and copying the dominant trends and internationally acclaimed studies of the official centers, especially at local and national levels. Historical and contemporary impulses of different kinds will always color any import and implementation across borders and resist the direct cloning of ideas. The asymmetric relation does, however, foster important differences in attitudes and orientations. Although it is of vital importance for researchers from small language communities to stay well informed about what is going on abroad, more centrally positioned researchers may not feel the same urge to seek information about the periphery. Of course, language barriers also mean that access to such information is limited as long as it is not published internationally.Norwegian research on writing offers a vantage point for such reflections on center and periphery and the relations between them. This research is carried out in a small country on the outskirts of Europe, with few inhabitants, a national language that is not commonly spoken or understood outside Scandinavia, a rather homogeneous and monolingual culture, and a small number of universities and colleges. Norwegian writing research is small scaled and modest 339
3Elevperspektiv på den digitale skulekvardagen MARI-ANN IGLAND SAMANDRAG Korleis ser elevane i Fjord kommune på bruken av pc-ar to år etter innføringa av ei ein-til-ein-løysing? Datagrunnlaget for denne artikkelen er for det første 18 fokusgruppeintervju og for det andre klasseromsobservasjonar over to år på ein av tre skular. Det som blir undersøkt, er elevperspektiv på bruken av pc (verktøy, variasjonar, personlege preferansar); bruken av digital plattform (søkbart arkiv, deling av dokument, samarbeid) og bruken av klasseromsoverskridande handlingsrom (nettsøk, nettflukt, mobilt klasserom). Artikkelen avsluttar med ein diskusjon av kva elevane meiner at den rapporterte pc-bruken har betydd for moglegheitene deira til å delta aktivt i undervisnings-og laeringsprosessar i og utanfor det fysiske klasserommet.NØKKELORD digital literacy | dialogiske moglegheitsrom | elevperspektiv | overgangspraksisar | overskridande handlingsrom ABSTRACT How do the students in Fjord municipality evaluate the use of PCs two years after the implementation of a one-to-one solution? The data basis for this article is 18 focus group interviews and classroom observations over two years from one of three schools. What is investigated is student perspectives on the use of PCs (tool, variations, personal preferences); the use of a digital platform (searchable archive, sharing of documents, cooperation; and the use of CrossActionSpaces (searching the Internet, Internet use and abuse, a virtual mobile classroom). The article concludes by discussing what students think the reported PC-use has meant for their possibilities to actively engage in teaching and learning processes in and outside of the physical classroom.KEY WORDS Digital literacy | dialogical opportunity space | student perspectives | transitional practices | CrossActionSpaces
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