Speaking About Writing

Peter Smagorinsky is Distinguished Research Professor in the Department of Language and Literacy Education at The University of Georgia, emeritus; and Distinguished Visiting Scholar at the Universidad de Guadalajara, Jalisco, Mexico. From 2012-2020 he served as the faculty advisor to the student-edited Journal of Language and Literacy Education at UGA; and from 1996-2003 he coedited, with Michael W. Smith, Research in the Teaching of English. Recent awards include the 2020 Horace Mann League Outstanding Public Educator Award, 2018 International Federation for the Teaching of English Award, and 2018 Distinguished Scholar recognition by the National Conference on Research in Language and Literacy. His research and teaching take a sociocultural approach to issues of literacy education, literacy teacher education, and related social concerns. These interests have produced two 2020 books from Bloomsbury: Learning to Teach English and Language Arts: A Vygotskian Perspective on Beginning Teachers' Pedagogical Concept Development; and coedited with Yolanda Gayol and Patricia Rosas, Developing Culturally and Historical Sensitive Teacher Education: Global Lessons from a Literacy Education Program. His interest in neurodiversity has produced two recent edited collections: Creativity and Community among Autism-Spectrum Youth: Creating Positive Social Updrafts through Play and Performance from Palgrave Macmillan; and, coedited with Joe Tobin and Kyunghwa Lee, Dismantling the Disabling Environments of Education: Creating New Cultures and Contexts for Accommodating Difference from Peter Lang.

Introduction - Peter Smagorinsky Potential Problems and Problematic Potentials of Using Talk About Writing as Data About Writing Process PART ONE: THINK-ALOUD PROTOCOL ANALYSIS Think-Aloud Protocol Analysis - Peter Smagorinsky Beyond the Black Box Think-Aloud Protocols, Protocol Analysis, and Research Design - Stephen P Witte and Roger D Cherry An Exploration of the Influence of Writing Tasks on Writing Processes Substance and Romance in Analyzing Think-Aloud Protocols - Robert J Bracewell and Alain Breuleux Reactivity in Concurrent Think-Aloud Protocols - James F Stratman and Liz Hamp-Lyons Issues for Research PART TWO: RETROSPECTIVE ACCOUNTS OF WRITING PROCESS `Once Upon a Time' - Stuart Greene and Lorraine Higgins The Use of Retrospective Accounts in Building Theory in Composition Using Intervention Protocols to Study the Effects of Instructional Scaffolding on Writing and Learning - Deborah Swanson-Owens and George E Newell Stimulated Recall in Research on Writing - Anne DiPardo An Antidote to `I Don't Know, It Was Fine' PART THREE: ANALYSIS OF COLLABORATIVE DISCOURSE Interpreting and Counting - George Hillocks Jr Objectivity in Discourse Analysis Discourse Analysis of Teacher-Student Writing Conferences - Melanie Sperling Finding the Message in the Medium What's All This Talk I Hear? Using Sociolinguistic Analysis to Locate and Map Themes in Teacher/Student Talk About Writing - Elizabeth Hodges PART FOUR: INTERVIEWS IN THE FIELD Ethnographic Interviews and Writing Research - Elaine Chin A Critical Examination of the Methodology PART FIVE: COUNTERPOINT Whither Wisdom? - David N Dobrin Withered Wisdom - Robert J Bracewell A Reply to Dobrin