Student note writing: Practices, purposes, identifications

    Research output: Chapter in Book/Report/Conference proceedingBook chapterResearchpeer-review


    This chapter analyses student notes as a dialogue in the Bakhtinian sense. In the sociocultural tradition, note writing, like any writing, is seen as a social act that holds a cultural and an individual meaning. There is a large psychological-cognitive and a somewhat smaller social and sociocultural research literature on student notes. The chapter focuses on a dialogical view on note writing, and explores the meanings of note writing from a student perspective. It addresses the following question: what is student note writing an answer to? The chapter presents the case study of three students: Sofia, Michael, and, to a lesser extent, Rasmus. All three students were participants in the longitudinal writing research project Writing to Learn, Learning to Write (WLLW) which follows students from year nine to year twelve. Sofia regularly writes notes as part of her homework, a practice that was not used as consequently by other students in the WLLW project.
    Original languageEnglish
    Title of host publicationUnderstanding Young People's Writing Development : Identity, Disciplinarity, and Education
    EditorsEllen Krogh, Karen Sonne Jakobsen
    Place of PublicationLondon
    Publication date2019
    ISBN (Print)9781138541504, 9781138541498
    ISBN (Electronic)9781351010887
    Publication statusPublished - 2019


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