Negotiating What Counts: Roles and Relationships, Texts and Contexts, Content and Meaning.

Abstract In this article a framework is presented for examining the ways in which written texts in classrooms are shaped by and related to the oral texts of classroom life. The relationship between oral and written texts is examined by an analysis of factors that support and constrain what pairs of students writing a common social science text accomplish in and through their face-to-face interactions. As part of the analysis, the relationship of text and context, content and meaning, and roles and relationships are presented. Students' discourse will be analyzed for its content (what students talk about) and patterning (who talks to whom) to make visible how the processes of negotiation are an important task demand in the social construction of texts. To identify socio-academic factors that influence the nature of written text, I examine how these texts are talked into being as they become written documents (artifacts). By examining the relationship between oral and written texts, I make visible the complex nature of intertextual relationships within the classroom and raise questions about what counts as context.

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