BeskrivelseThe background for this paper is the fact that research on exam writing tends to pay little attention to the specific cultural, institutional and situational context of the examination. Due to recent introduction of high stakes testing at the final year of Danish lower secondary school, contextual factors for exam writing have changed substantially exposing a need for examination-related literacy for students who are facing the increased importance of the exams.
In my PhD thesis which is an explorative study of the Danish school-leaving exam in written composition, I try to illuminate exam writing as a rhetorical action by exploring the writing prompt, student papers and raters’ evaluation from a sociocultural perspective. The condensed findings from these three substudies are melded into a proposal for the modelling of exam writing as a literacy (or semiocy) event in context.
The paper presentation will focus on this model(ling) of exam writing as a (series of) literacy event(s), reflecting on and discussing the “nature” and function of writing in various examination contexts. Fundamentally, exam writing is seen as a social act and, thus, a distinct genre in neo rhetoric terms. The model draws on previous models of writing in context and combines the theoretical underpinnings of my PhD thesis with the empirical findings. In addition to offering a conceptual and theoretical perspective on exam writing it can be used as a tool for analysing student texts as answers to the writing prompt in anticipation of the raters’ evaluation.
|Periode||18. maj 2021|
|Begivenhedstitel||NOFA8 – The 8th Nordic Conference on Subject Education|
|Placering||NorgeVis på kort|
|Grad af anerkendelse||International|
- writing research
- literacy model
- student writing
- Danish L1
- examination context