Abstract This case study of teacher research explores the utility of framing the writing development of adolescent writers in terms of their discursive identities and strategic behaviors. By merging our understandings of these frameworks, I argue that we can examine how adolescents’ goals, values, and beliefs associated with writing inform the strategic behaviors they engage. The setting for this study was a university-based literacy clinic where Louis, a high-school freshman, was assigned to me, a former English teacher, for writing support. I drew from discursive identity and writing process theories to frame my instructional intervention. During the three-week session, I guided Louis to write an editorial he submitted to a news outlet. Instruction focused on strategies to separate the processes of planning, drafting, and reviewing. Analysis revealed Louis’ shifting perspective from the writing process as systematic to more exploratory. This study supports framing student literate profiles in terms of both their discursive identities and cognitive processes.

中文翻译：

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从“苦心”到“松散”：用散漫的认知镜头来缓和沮丧的青少年作家的创作过程

摘要 本教师研究案例研究探讨了从话语身份和策略行为方面构建青少年作家写作发展的效用。通过合并我们对这些框架的理解，我认为我们可以研究青少年的目标、价值观和与写作相关的信念如何影响他们参与的战略行为。这项研究的背景是一个大学的扫盲诊所，高中新生路易斯被分配给我，一名前英语老师，提供写作支持。我借鉴了话语身份和写作过程理论来构建我的教学干预。在为期三周的会议期间，我指导路易斯写了一篇他提交给新闻媒体的社论。教学侧重于将计划、起草和审查过程分开的策略。分析揭示了路易斯的观点从写作过程的系统性转变为更具探索性。本研究支持在学生的话语身份和认知过程方面构建学生的识字档案。