ERIC Number: EJ1332636
Record Type: Journal
Publication Date: 2022
Pages: 31
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1946-3014
EISSN: N/A
Conversational Functions of 'I Know', 'You Know' and 'We Know' in Collaborative Writing of Primary School Children
Herder, Anke; Berenst, Jan; de Glopper, Kees; Koole, Tom
Classroom Discourse, v13 n1 p1-31 2022
This paper discusses how primary school students, who are writing together in the context of inquiry learning, explicitly orient to knowing of oneself and others within the peer group. Using Conversation Analysis, we disclose the conversational functions of assertions holding 'I know', 'you know' and 'we know'. First, students position themselves as knowledgeable, to (i) express a preannouncement of a proposal, (ii) respond to a request for information and (iii) reinforce an assertion with use of an evidential. Second, students claim equal epistemic access, as a response to an action that conveys epistemic authority of a peer. Third, students indicate shared knowledge with other participants, to (i) pursue agreement, (ii) check the epistemic status of a co-participant, (iii) reject a proposal for grounds of relevance and (iv) mark shared, newfound knowledge. The different practices are discussed in terms of epistemics in conversation and dialogic writing.
Descriptors: Cooperative Learning, Collaborative Writing, Elementary School Students, Peer Groups, Group Dynamics, Epistemology, Interpersonal Communication, Inquiry, Knowledge Level, Foreign Countries, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Grade 2; Primary Education; Grade 3; Grade 4; Intermediate Grades; Grade 5; Middle Schools; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands
Grant or Contract Numbers: N/A