Writing conversations: fostering metalinguistic discussion about writing

References

• Alexander, R. 2008. Towards Dialogic Teaching: Rethinking Classroom Talk. 4th ed. York: Dialogos.
   Google Scholar
• Barrs, M., and V. Cork. 2001. The Reader in the Writer: The Influence of Literature upon Writing at KS2. London: Centre for Literacy in Primary Education.
   Google Scholar
• Becker, A. 2006. “A Review of Writing Model Research Based on Cognitive Processes.” In Revision: History, Theory and Practice, edited by A. Horning and A. Becker, 25–49. West Lafayette, IN: Parlor Press.
   Google Scholar
• Bereiter, C., and M. Scardamalia. 1987. The Psychology of Written Composition. Hillsdale, NJ: Lawrence Erlbaum.
   Google Scholar
• Bialystok, E. 1987. “Influences of Bilingualism on Metalinguistic Development.” Second Language Research 3: 154–166.10.1177/026765838700300205
   Google Scholar
• Bialystok, E., and E. B. Ryan. 1985. “Toward a Definition of Metalinguistic Skill.” Merrill-Palmer Quarterly 31 (3): 229–251.
   Web of Science ®Google Scholar
• Britton, J. 1983. “Writing and the Story of the World.” In Explorations in the Development of Writing: Theory, Research, and Practice, edited by B. M. Kroll and C. G. Wells, 3–30. New York: Wiley.
   Google Scholar
• Bruner, J. 1983. Child’s Talk: Learning to Use Language. Oxford: Oxford University Press.
   Google Scholar
• Carter, R., and M. McCarthy. 2006. Cambridge Grammar of English. Cambridge: Cambridge University Press.
   Google Scholar
• Chinn, C., A. O’donnell, and T. Jinks. 2000. “The Structure of Discourse in Collaborative Learning.” The Journal of Experimental Education 69: 77–97.10.1080/00220970009600650
   Web of Science ®Google Scholar
• Corden, R. 2000. Literacy and Learning through Talk: Strategies for the Primary Classroom. Birmingham, AL: Open University Press.
   Google Scholar
• Galbraith, D. 1999. “Writing as a Knowledge-constituting Process.” In Knowing What to Write: Conceptual Processes in Text Production, edited by M. Torrance and D. Galbraith, 79–97. Amsterdam: Amsterdam University Press.
   Google Scholar
• Gillies, R. 2015 “Dialogic Interactions in the Cooperative Classroom.” International Journal of Educational Research. Elsevier. Accessed December 4, 2015. http://dx.doi.org/10.1016/j.ijer.2015.02.009
   Google Scholar
• Gillies, R., K. Nichols, G. Burgh, and M. Haynes. 2012. “The Effects of Two Strategic and Meta-cognitive Questioning Approaches on Children's Explanatory Behaviour, Problem-solving, and Learning during Cooperative, Inquiry-based Science.” International Journal of Educational Research 53: 93–106.10.1016/j.ijer.2012.02.003
   Google Scholar
• Gombert, E. J. 1992. Metalinguistic Development. Hemel Hempstead: Harvester Wheatsheaf.
   Google Scholar
• Graham, S. 2006. “Strategy Instruction and the Teaching of Writing: A Meta-analysis.” In Handbook of Writing Research, edited by C. A. MacArthur, S. Graham, and J. Fitzgerald, 187–207. New York: The Guilford Press.
   Google Scholar
• Halliday, M. A. K. 2004. “Three Aspects of Children’s Language Development: Learning Language, Learning through Language, Learning about Language”. In The Language of Early Childhood, edited by J. J. Webster, 308–326, Ch. 14. New York: Continuum.
   Google Scholar
• Howe, C., and M. Abedin. 2013. “Classroom Dialogue: A Systematic Review across Four Decades of Research.” Cambridge Journal of Education 43: 325–356.10.1080/0305764X.2013.786024
   Web of Science ®Google Scholar
• Janks, H. 2009. “Writing: A Critical Literacy Perspective.” In The Sage Handbook of Writing Development, edited by R. Beard, D. Myhill, M. Nystrand, and J. Riley, 126–136. London: Sage.10.4135/9780857021069
   Google Scholar
• Jones, S. M., D. A. Myhill, and T. C. Bailey. 2013. “Grammar for Writing? An Investigation of the Effects of Contextualised Grammar Teaching on Students’ Writing.” Reading and Writing 26 (8): 1241–1263.10.1007/s11145-012-9416-1
   Web of Science ®Google Scholar
• Jones, S. M., D. A. Myhill, A. Watson, and H. E. Lines. 2013. “Playful Explicitness with Grammar: A Pedagogy for Writing.” Literacy 47 (2): 103–111.
   Web of Science ®Google Scholar
• Kellogg, R. 2008. “Training Writing Skills: A Cognitive Developmental Perspective.” Journal of Writing Research 1 (1): 1–26.10.17239/jowr-2008.01.01.1
   Google Scholar
• Littleton, K., and C. Howe. 2010. Educational Dialogues: Understanding and Promoting Productive Interaction. Abingdon: Routledge.
   Google Scholar
• Mercer, N. 2000. Words and Minds. London: Routledge.10.4324/9780203464984
   Google Scholar
• Mercer, N., and K. Littleton. 2007. Dialogue and the Development of Children’s Thinking: A Socio-cultural Approach. Abingdon: Routledge.
   Google Scholar
• Micciche, L. 2004. “Making a Case for Rhetorical Grammar.” College Composition and Communication 55 (4): 716–737.10.2307/4140668
   Web of Science ®Google Scholar
• Morpurgo, Michael. 1994. Arthur, High King of Britain. London: Pavilion.
   Google Scholar
• Myhill, D. A. 2011. “‘The Ordeal of Deliberate Choice’: Metalinguistic Development in Secondary Writers.” In Past, Present, and Future Contributions of Cognitive Writing Research to Cognitive Psychology, edited by V. Berninger, 247–274. New York: Psychology Press/Taylor Francis Group.
   Google Scholar
• Myhill, D. A., and S. M. Jones. 2015. “Conceptualising Metalinguistic Understanding.” Cultura y Educacion 27 (4).
   Web of Science ®Google Scholar
• Myhill, D. A., S. M. Jones, H. Lines, and A. Watson. 2012. “Re-thinking Grammar: The Impact of Embedded Grammar Teaching on Students’ Writing and Students’ Metalinguistic Understanding.” Research Papers in Education 27 (2): 139–166.10.1080/02671522.2011.637640
   Web of Science ®Google Scholar
• Myhill, D. A., S. M. Jones, and A. Watson. 2013. “Grammar Matters: How Teachers' Grammatical Knowledge Impacts on the Teaching of Writing.” Teaching and Teacher Education 36: 77–91.10.1016/j.tate.2013.07.005
   Web of Science ®Google Scholar
• Negro, I., and L. Chanquoy. 2005. “The Effect of Psycholinguistic Research on the Teaching of Writing.” L1 Studies in Language and Literature 5 (2): 105–111.
   Google Scholar
• Prior, P. 2006. “A Sociocultural Theory of Writing.” In Handbook of Writing Research, edited by C. A. MacArthur, S. Graham, and J. Fitzgerald, 54–66. New York: The Guilford Press.
   Google Scholar
• Reznitskaya, A., L.-J. Kuo, A.-M. Clark, B. Miller, M. Jadallah, R. Anderson, and K. Nguyen-Jahiel. 2009. “Collaborative Reasoning: A Dialogic Approach to Group Discussions.” Cambridge Journal of Education 39 (1): 29–48.10.1080/03057640802701952
   Google Scholar
• Roehr, K. 2008. “Metalinguistic Knowledge and Language Ability in University-Level L2 Learners.” Applied Linguistics 29 (2): 173–199.
   Web of Science ®Google Scholar
• Shanahan, T. 2006. “Relations among Oral Language, Reading and Writing Development.” In Handbook of Writing Research, edited by C. MacArthur, S. Graham, and J. Fitzgerald, 171–183. New York: The Guilford Press.
   Google Scholar
• Skidmore, D. 2000. “From Pedagogical Dialogue to Dialogical Pedagogy” Language and Education 14 (4): 283–296.10.1080/09500780008666794
   Google Scholar
• Skidmore, D. 2006. “Pedagogy and Dialogue.” Cambridge Journal of Education 36: 503–514.10.1080/03057640601048407
   Google Scholar
• Wang, G. H., and S.-D. Wang. 2013. “Roles of Metalinguistic Awareness and Academic Extensive Reading in the Development of EFL/ESL Academic Writing Skills.” Journal of Arts and Humanities 2 (9): 47–55.
   Google Scholar
• Watson, A. M. 2012. “Navigating ‘the Pit of Doom’: Affective Responses to Teaching ‘Grammar’.” English in Education 46 (1): 22–37.10.1111/j.1754-8845.2011.01113.x
   Web of Science ®Google Scholar
• Watson, A. M. 2015. “Conceptualisations of ‘Grammar Teaching’: L1 English Teachers’ Beliefs about Teaching Grammar for Writing.” Language Awareness 24 (1): 1–14.10.1080/09658416.2013.828736
   Web of Science ®Google Scholar
• Wegerif, R. B. 2011. “Towards a Dialogic Theory of How Children Learn to Think.” Thinking Skills and Creativity 6 (3): 179–190.10.1016/j.tsc.2011.08.002
   Web of Science ®Google Scholar
• Wilkinson, L. C., A. C. Wilkinson, F. Spinelli, and P. C. Chiang. 1984. “Metalinguistic Knowledge of Pragmatic Rules in School-age Children.” Child Development 55 (6): 2130–2140.10.2307/1129786
   Web of Science ®Google Scholar