The Rebel Alliance: Analyzing Student Resistance in Digital Reflective Writing
2019
Abstract In this study, we examine how students’ use of “loopholes,” in a weekly reflective writing assignment illustrates some strategies students use when navigating, and more specifically pushing back against, both implicit and explicit assignment expectations. In addition, this study expresses the import of opening the “blackbox,” or implicit expectations/procedures, of both the classroom and the instructor by comparing student resistance to how users modify and change existing systems, programs, or interfaces. Situated within current conversations concerned with how digital composition redefines literacy, such a comparison allows for us to examine the ways in which students assess the often implicit procedures and constraints we, as teachers, may unwittingly reinforce, as well as allows for an examination of how students exercise their own writing skills in response to written assignment prompts for low-stakes writing in new digital interfaces. By analyzing instances of resistance in their reflections, this study illustrates how students attempt to circumvent assignment criteria for their own purposes, especially in the case of personal and low-stakes writing, as well as how digital interfaces in particular allow for students to push against the boundaries of certain written assignments in unique ways.
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