#177: From Resigned to Resolute: Understanding How an Emergent Writer Repositions Himself in a Flexible Assessment Context

The norms of constrained testing environments often limit student agency. Using interaction analysis, I illustrate a counternarrative of a pre-K student who challenges assessment norms in order to reposition himself as a writer. By studying his decisions on a micro-level, I outline how he negotiates new positioning and how he accepts semiotic mediators as invitations to shift from protocol in order to accurately display his abilities.