This article examines a primary-school child's response to a writing initiative arranged by his academic parents to address his writing deficiency in a context of “crisis” discourses about children's writing. While the child protested the intervention, he wrote reluctantly for 18 months and produced 205 texts of over 25,000 words. Analyses of the texts using children's “agency” and “subjectification” showed his linguistic resistance to the writing routine. While he capitalised his dislike of the parental intervention as a recurrent writing topic, he also exploited linguistic transgression, translanguaging and language play as vital mechanisms for resistance. Paradoxically, such forms of resistance also pointed to his mastery of rhetorical conventions and linguistic resources. The findings provide rationale for applied linguists, language educators and researchers to reflect on children's writing development and their agency on one hand and ethical issues in intervening in and researching children's writing life on the other.

本文考察了一名小学生对其学术父母安排的写作计划的反应，该计划旨在解决儿童写作“危机”话语背景下他的写作缺陷。在孩子抗议干预的同时，他不情愿地写了18个月，写出了205篇文章，超过25,000字。使用儿童的“能动性”和“主体化”对文本进行分析表明了他对写作常规的语言抵抗。虽然他将自己对父母干预的厌恶作为反复出现的写作主题，但他也利用语言越界、跨语言和语言游戏作为重要的抵抗机制。矛盾的是，这种形式的抵抗也表明了他对修辞惯例和语言资源的掌握。研究结果为应用语言学家、语言教育者和研究人员一方面反思儿童写作发展及其能动性，另一方面反思干预和研究儿童写作生活的伦理问题提供了依据。