This study addressed tensions faced by teachers in balancing the types of writing valued in today’s schools, the needs of today’s writers beyond school, and the rich cultural and linguistic resources that students bring into today’s classrooms. Drawing from data generated in a larger study of teachers in an inquiry group and their related classroom practice, I focus on one fourth-grade teacher’s work to explore the following research question: How might teachers translate critical, humanizing pedagogies into their classroom writing instruction? New understandings illuminated in this article highlight how one teacher drew on purpose and audience, as (re)defined tools for writing, to recognize and value her students’ capabilities and to support them as agentive designers of texts. To examine these possibilities for repositioning students and approaching writing instruction from a critical, humanizing perspective, I describe this teacher’s shift from beginning with genre to beginning with purpose and audience and draw attention to the teacher’s and students’ use of these tools for guiding their decision making across multiple writing situations in a school year. Implications from this study add to understandings of critical, humanizing pedagogies by specifically considering how these approaches might be translated into writing instruction across pre-K–12.

中文翻译：

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重新审视目的和受众，作为写作教学的批判性、人性化方法的一部分

这项研究解决了教师在平衡当今学校重视的写作类型、当今作家在校外的需求以及学生带入当今课堂的丰富文化和语言资源方面面临的紧张局势。从对探究小组中的教师及其相关课堂实践的大规模研究中产生的数据中，我专注于一位四年级教师的工作，以探索以下研究问题：教师如何将批判性、人性化的教学法转化为课堂写作教学？本文阐明的新理解强调了一位教师如何利用目的和受众，作为（重新）定义的写作工具，以识别和重视学生的能力，并支持他们作为文本的代理设计者。为了检验重新定位学生和从批判性、人性化的角度进行写作教学的这些可能性，我描述了这位教师从体裁开始到目的和受众开始的转变，并提请注意教师和学生使用这些工具来指导他们的决定在一个学年中跨越多个写作情境。通过特别考虑如何将这些方法转化为跨 K-12 前的写作教学，这项研究的意义增加了对批判性、人性化教学法的理解。我描述了这位老师从体裁开始到目的和受众开始的转变，并提请注意教师和学生使用这些工具来指导他们在一个学年的多种写作情况下做出决策。通过特别考虑如何将这些方法转化为跨 K-12 前的写作教学，这项研究的意义增加了对批判性、人性化教学法的理解。我描述了这位教师从体裁开始到目的和受众开始的转变，并提请注意教师和学生使用这些工具来指导他们在一个学年的多种写作情况下做出决策。通过特别考虑如何将这些方法转化为跨 K-12 前的写作教学，这项研究的意义增加了对批判性、人性化教学法的理解。