Teacher discourse and agentic generative writing in first grade

Teachers play a central role in shaping their classroom learning environments and students’ access to literacy practices. The purpose of this study was to examine one first-grade teacher’s discourse during writing to understand how a teacher implements generative writing instruction and opens us space for student agency. Using sociocultural discourse analysis, data were collected via interviews with the teacher and audio recordings of her discourse during 10 writing sessions. Analyses revealed certain types of discourse and teacher beliefs and characteristics conducive to generative writing opportunities. The study adds to our understanding of the teacher’s role in a classroom writing community, how transcription and composition instruction can coexist, and discursive methods to incorporate generative writing opportunities into early-grade classrooms. This research challenges teachers to reconsider how their discourse may influence students’ writing and agentic opportunities at a time when children are just beginning to develop their writer identities.