Resisting writing curriculum: Writer identity negotiations

In this study, the researchers examined how a first-grade writer originally positioned as an outsider and resistant to instruction and curricular requirements repositioned himself as an expert, innovator, and leader. Using a case study methodology with a combination of Critical Discourse Analysis (CDA) and Positive Discourse Analysis (PDA) approaches, the researchers analyzed the agentic acts and identity negotiations of a student who resisted and pushed back on writing curricular requirements. Findings from the yearlong study identified the student used resistance techniques, negotiation techniques, and writing to advocate as tools to act on his interests and intentions for composing during the writing period.