Scaffolding appraisal and reader awareness to enhance participatory writing in the Swedish middle-school classroom
In this paper, we explore how participation and participatory writing can be enhanced through Appraisal theory and reader awareness. Democratic participation by the means of writing is a crucial and powerful tool. Through an intensive writing intervention, we explore the effects of scaffolding on tw...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2025-05-01
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| Series: | Education Inquiry |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/20004508.2025.2508553 |
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| author | Eva Lindgren Carina Hermansson Per Boström Peter Ström Erika Sturk |
| author_facet | Eva Lindgren Carina Hermansson Per Boström Peter Ström Erika Sturk |
| author_sort | Eva Lindgren |
| collection | DOAJ |
| description | In this paper, we explore how participation and participatory writing can be enhanced through Appraisal theory and reader awareness. Democratic participation by the means of writing is a crucial and powerful tool. Through an intensive writing intervention, we explore the effects of scaffolding on two key aspects of participatory writing, expressing interpersonal meaning (one’s own thoughts) and awareness of readers (by argumentation and interaction in rhetorical structures) and how this can enhance participatory writing. We focus on middle-school pupils and thusly address a critical developmental stage where foundational writing skills can be significantly enhanced. Results show that the intervention based on scaffolding techniques had an impact on some aspects of the pupils’ writing. For example, some pupils responded more to counter arguments, thereby including more discussion in their texts. Also, even though the intervention did not include the rhetorical structure of a letter, pupils did include more leave-taking after the intervention. Further, the intervention had an impact on pupils’ attitude and graduation; they used more of both after the writing intervention than before. |
| format | Article |
| id | doaj-art-31a3a06fb1324ef29fecf5fe967eee57 |
| institution | Kabale University |
| issn | 2000-4508 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Education Inquiry |
| spelling | doaj-art-31a3a06fb1324ef29fecf5fe967eee572025-08-20T03:54:11ZengTaylor & Francis GroupEducation Inquiry2000-45082025-05-0112310.1080/20004508.2025.2508553Scaffolding appraisal and reader awareness to enhance participatory writing in the Swedish middle-school classroomEva Lindgren0Carina Hermansson1Per Boström2Peter Ström3Erika Sturk4Department of Language Studies, Umeå University, Umeå, SwedenDepartment of Pedagogical Work, Borås Högskola, Borås, SwedenDepartment of Language Studies, Umeå University, Umeå, SwedenDepartment of Language Studies, Umeå University, Umeå, SwedenDepartment of Language Studies, Umeå University, Umeå, SwedenIn this paper, we explore how participation and participatory writing can be enhanced through Appraisal theory and reader awareness. Democratic participation by the means of writing is a crucial and powerful tool. Through an intensive writing intervention, we explore the effects of scaffolding on two key aspects of participatory writing, expressing interpersonal meaning (one’s own thoughts) and awareness of readers (by argumentation and interaction in rhetorical structures) and how this can enhance participatory writing. We focus on middle-school pupils and thusly address a critical developmental stage where foundational writing skills can be significantly enhanced. Results show that the intervention based on scaffolding techniques had an impact on some aspects of the pupils’ writing. For example, some pupils responded more to counter arguments, thereby including more discussion in their texts. Also, even though the intervention did not include the rhetorical structure of a letter, pupils did include more leave-taking after the intervention. Further, the intervention had an impact on pupils’ attitude and graduation; they used more of both after the writing intervention than before.https://www.tandfonline.com/doi/10.1080/20004508.2025.2508553Participatory writingappraisal theoryreader awarenessmiddle-school interventionscaffolding |
| spellingShingle | Eva Lindgren Carina Hermansson Per Boström Peter Ström Erika Sturk Scaffolding appraisal and reader awareness to enhance participatory writing in the Swedish middle-school classroom Education Inquiry Participatory writing appraisal theory reader awareness middle-school intervention scaffolding |
| title | Scaffolding appraisal and reader awareness to enhance participatory writing in the Swedish middle-school classroom |
| title_full | Scaffolding appraisal and reader awareness to enhance participatory writing in the Swedish middle-school classroom |
| title_fullStr | Scaffolding appraisal and reader awareness to enhance participatory writing in the Swedish middle-school classroom |
| title_full_unstemmed | Scaffolding appraisal and reader awareness to enhance participatory writing in the Swedish middle-school classroom |
| title_short | Scaffolding appraisal and reader awareness to enhance participatory writing in the Swedish middle-school classroom |
| title_sort | scaffolding appraisal and reader awareness to enhance participatory writing in the swedish middle school classroom |
| topic | Participatory writing appraisal theory reader awareness middle-school intervention scaffolding |
| url | https://www.tandfonline.com/doi/10.1080/20004508.2025.2508553 |
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