Reformulation: A means of constructing knowledge in shared writing

Marta Milian

Research output: Contribution to journalArticleResearchpeer-review

12 Citations (Scopus)


Writers benefit from speaking about their writing while engaging in collaborative writing processes. As they organize the task, plan the content, and articulate their views about the audience, purpose and form of their text, they jointly construct knowledge about the writing process. Such knowledge building implies metacognitive and metalinguistic awareness implicit in what is being said, assumed and declared, but can be drawn out and made explicit. Reformulation is one example of how such metacognitive and metalinguistic awareness might be achieved through conversation while participating in a shared writing task. The following paper presents examples of reformulation in the process of collaborative writing in primary school (11-year-olds), and explores issues concerning the construction of knowledge and the development of a metalinguistic and metadiscursive knowledge. © Springer 2005.
Original languageEnglish
Pages (from-to)335-351
JournalL1-Educational Studies in Language and Literature
Publication statusPublished - 1 Dec 2005


  • Collaborative writing
  • Intended text
  • Language didactics
  • Metalinguistic activity
  • Reformulation


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