Developing academic writers must continually position themselves discursively as they negotiate institutional, programmatic, and disciplinary contexts. The inextricable relationship of writing and identities raises questions of access to social identities in schools, a particularly salient issue when considering the complexities and challenges of the high school to college transition for students from historically marginalized groups. This study focuses on Jain, a first-generation Latino college student, as he positions himself as a writer over 18 months in response to a range of school-based writing tasks. My analysis finds that Jain’s identity negotiations are influenced by a history of social positioning in schools, as his stance-making patterns and sense of self as a writer reflect resources and opportunities he encounters. This study adds to research demonstrating the role teachers and institutions can play in (in)validating certain aspects of students’ identities and influencing belonging in school spaces, indicating a need for educators and researchers across K-12 and college contexts to continue to challenge the standardization of school writing and the prevalence of assessments that limit curricula and constrain identities.

中文翻译：

---

一名学生文本向大学写作过渡的社会定位和学习机会

发展中的学术作家在讨论制度、纲领和学科背景时必须不断地对自己进行话语定位。写作与身份的密不可分的关系引发了在学校获得社会身份的问题，当考虑到来自历史边缘群体的学生从高中到大学过渡的复杂性和挑战时，这是一个尤为突出的问题。这项研究的重点是 Jain，一位第一代拉丁裔大学生，他将自己定位为一名作家，在 18 个月的时间内完成了一系列学校写作任务。我的分析发现，贾恩的身份谈判受到学校社会定位历史的影响，因为他的立场制定模式和作为作家的自我意识反映了他遇到的资源和机会。这项研究补充了证明教师和机构在验证学生身份的某些方面和影响学校空间归属感方面可以发挥的作用的研究，表明 K-12 和大学环境中的教育工作者和研究人员需要继续挑战学校写作的标准化以及限制课程和限制身份的评估的普遍存在。