Using Writing Conferences to Scaffold First Grade Students' Narrative Writing
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AbstractYoung teachers are entering into their profession with little training on effectively teaching writing to their students. Writing conferences promote the growth of student writing skills, but their implementation remains uncertain to unexperienced teachers. This qualitative case study explored how writing conferences are utilized as a means of scaffolding the narrative writing skills of three first grade students, who participated in a series of writing conferences which built upon the specific needs of the students. Results suggest that student interest and peer review are instrumental in cultivating students’ skills of sentence fluency. Implications of results are discussed.
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A Comparison of the Perception which Third-Grade Students and Sixth-Grade Students have of Themselves as WritersShafer, Annette R.; The College at Brockport (1991-04-01)Children learn to write at an early age, however, many children do not enjoy writing as an activity. This masters’ thesis investigates students’ opinions about writing, and compares the opinions of elementary students to those of middle school students. The author surveyed seventy-nine students from two 3rd grade classrooms and two 6th grade classrooms in western New York. The survey consisted of seventeen questions about how students felt about writing in the classroom. These surveys were then collected and sorted into three categories: positive, ambivalent, and negative. The researcher found that about 64% of 3rd grade students had a positive writing attitude, with 0% displaying a negative attitude. Sixth graders, however, had less positive feelings. Only about 40% of the 6th grade students had a positive writing attitude, while 9% had negative attitudes. The author concludes that teachers should not only strive to improve each student’s writing ability, but also their self-concepts as writers.
Creativity in Children’s WritingSisson, Harry R.; The College at Brockport (1961-06-01)In this master thesis the author tests three different story writing approaches to determine which best prompts students’ creativity. The three approaches include: tall tales, actual experiences, and suggested topics. Twenty 6th grade students wrote creative stories in one of the three approaches. The researcher made it clear that students’ stories not be graded, and would not impact their grade report in any way. Three different teachers independently scored each story for its creativity. The researcher found that writing about actual experiences seemed to stimulate the most creativity from students. Tall tales yielded the same level of creativity as suggested topics, however both yielded less than actual experiences. The study also suggests that lower-performing students tended to write the most creative stories, while high-performing students tended to write the least creative stories.
A Comparative Study of Two Process Approaches to the Teaching of Writing to Third Grade StudentsWhited, Frances Moroney; Clark, Anita J.; The College at Brockport (1985-08-01)The purpose of this study was to determine if the quality of writing of third grade students instructed in a structured method of writing would vary from that of a similar group instructed in an unstructured method. The element of learning style that denoted a preference for structure or lack of preference for structure was considered to determine any significant relationship with writing achievement. This study was conducted over a ten-week period with twenty-four third-grade students. Pre-treatment and post-treatment writing samples were collected. One group of students, (Group I) was instructed using a structured approach to writing. The other group (Group II) was instructed in an unstructured approach to writing. The element of the Learning Styles Inventory: Primary Version that pertained to structure was administered to all subjects. Data comparing pre-treatment and post-treatment scores of Group I and Group II were analyzed using a dependent t test. Data comparing post-treatment scores of Group I and II were analyzed using an independent t test. Chi-square was used to determine any relationship between writing achievement and learning style. The analysis of the data revealed that Group I, the group using the structured method, showed a significant gain from pre-treatment to post-treatment samples. There was no significant difference between pre-treatment and post-treatment samples of Group II, but there was some gain. There was no significant difference between the post-treatment scores of Group I and Group II. There was no significant relationship between writing scores and learning style for Group I or Group II. Based on analysis of the data, the conclusion can be drawn that both groups improved using a process-based writing approach. The structured group demonstrated significant gains. Learning style did not seem to have any relationship to the writing achievement of this group of student over the ten-week treatment period. Interest in the writing process and the inter-relatedness of learning style and writing achievement reveals numerous areas for further research. This supports awareness of learning styles and use of a process approach to writing in the classroom.