ABSTRACT
Writers are always in a state of becoming; in classrooms, teacher-writers and studentwriters are always becoming writers and their social and academic identities are intertwined with their writer identities. In this chapter, I use a methodology of ‘glancing sideways’ to look at the writing trajectories of Stephanie and Kyle.1 They were 9 years old, in the same class and engaged in a range of writing activities during the school year, including short pieces about ‘someone I admire’, a favorite winter activity, various journal entries, retelling, and group story writing.
