Volume 10 Number 1 Spring 2014 Editor Stephanie Anne Shelton http://jolle.coe.uga.edu Writing Between the Lines: Aaliyah’s Dialogic Strategies for Overcoming Academic Writing Disengagement Peel, Anne,
[email protected] The College of New Jersey, New Jersey, USA Abstract This case study report uses the conceptual framework of Bakhtinian notions of dialogism to explore how a highly motivated 10th grade English student, Aaliyah, developed strategies for combating her disengagement in academic writing. Aaliyah‟s anxiety and boredom stemmed from multiple factors relating to the distance between her home and school literacy: a desire for dialogic exchange with a partner within her Discourse community, writing topics and modalities that conflicted with her notion of what constitutes purposeful writing, and lack of knowledge of disciplinary writing conventions. Findings revealed that Aaliyah‟s strategy of infusing her compositional practices with opportunities for dialogical exchange with, about, and beyond the text, helped her successfully navigate feelings of boredom and anxiety. Key words: engagement, academic writing, dialogic strategies Please cite this article as: Peel, A. (2014). Writing between the lines: Aaliyah‟s dialogic strategies for overcoming academic writing disengagement. Journal of Language and Literacy Education [Online], 10(1), 65-81. Retrieved from http://jolle.coe.uga.edu. Peel, A. / Overcoming Academic Writing Disengagement (2014) 66 Everything goes in one ear and out the other and I don't get what they're saying and I'm just doze, just daydreaming, and I don't feel like being there and I don't do the work right. Even though I have an A.