Abstract Though student writers work within socially-determined constraints on self-expression when writing for school purposes, they also have the power to reshape those constraints and thereby define an authorial identity. In this article we analyze data from three teacher-student conversations about student writing through the lens of figured worlds (Holland et al., 1998) to explore how these figured worlds are implicated in students’ positioning as contributing authors of their own work. In the first two cases, the teacher sustains the figured world of teacher-as-authority by failing to recognize students’ bids for authorship and resistance to teacher suggestions. The third case suggests an alternative figured world (Holland et al., 1998) of teacher-student relationships around writing: through repeated mitigated displays of authorship and resistance the student gains the teacher’s recognition for his contribution and thereby exercises control over his positioning as an author. Implications for student agency in writing instruction are discussed.

中文翻译：

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“这对我来说就像一段话”：对话写作评估中作家身份的协商

摘要 虽然学生作家在为学校目的写作时在自我表达的社会决定的约束下工作，但他们也有能力重塑这些约束，从而定义作者身份。在这篇文章中，我们从三个关于学生写作的师生对话中分析数据，通过图形世界的镜头（Holland 等，1998）来探索这些图形世界如何影响学生作为自己作品的贡献作者的定位。在前两种情况下，教师未能认识到学生对作者身份的竞标和对教师建议的抵制，从而维持了教师作为权威的虚构世界。第三个案例提出了一个关于写作的师生关系的另类世界（Holland et al., 1998）：通过反复减轻作者身份和抵制的表现，学生获得了老师对其贡献的认可，从而控制了他作为作者的定位。讨论了学生能动性在写作教学中的意义。