Students and Their Writing: Perceptions, Motivations, and Behaviors (original) (raw)

Teachers' Orientations toward Writing Instruction

Journal of Writing Research, 2013

In the 1970s a shift in the dominant theory of writing instruction began, away from a focus on the written product and form of writing toward an emphasis on the writing process in all of its complexity (Freedman, Dyson, Flower, & Chafe, 1987). Several overlapping but distinct definitions and theories of process writing arising from cognitive, social constructivist, and naturalistic frameworks have evolved. For instance, Hayes and Flower (1980; 1986) have seen writing as a goal-directed cognitive activity involving planning, translating, and reviewing that requires rhetorical knowledge, subject matter knowledge, and strategic knowledge. Other researchers emphasize writing as a social activity associated with particular practices (Bruffee, 1984; Freedman, Dyson, Flower, & Chafe, 1987; Scribner & Cole, 1981). As a social process, the features of audience and purpose are highlighted. Shaunessey (1977) sees composing as a socialization process in which the writer brings his/her thinking in line with discourse conventions of the community of readers. Nystrand (1989) argues in a similar way that writing is a social interactive process between readers and writers within discourse communities. Educators and researchers from a more naturalistic tradition see writing as a natural process that can be activated by encouraging environments (e.g., Emig, 1981). Graves (1983) and Calkins (1986) also see the establishment of a literate environment as crucial to teaching students how to express themselves. Although these theories of writing and their links to process approaches dominate the literature, a gap remains between the theories and how they are enacted in classrooms (Applebee, 1986). Applebee found that writing was used primarily to assess learning, that prewriting activities constituted a minimum amount of time, and that peer response groups occurred in only a minority of classrooms. District-wide writing tests, minimal support for instructional innovation, and system-wide pressure for improving achievement tests scores are some of the reasons researchers have suggested for the difficulties of changing classroom norms that would support process approaches (Florio-Ruane, 1991; Michaels, 1987; Ulichney & Watson-Gegeo, 1989). Additionally, teachers' views about writing may play a role in how they implement writing programs within classrooms similar to the relationship between teachers' stated beliefs about the reading process and their classroom practices (Richardson, Anders, Tidwell, & Lloyd, 1991). If teachers hold traditional views of writing as consisting of appropriate syntax, grammatical structures,

Teachers' Changing Conceptions of Writing Instruction

1992

Approaches to writing instruction

Pedagogies: An International Journal, 2011

The study investigated 29 third-and fourth-grade teachers from four US states to understand their approaches to writing instruction and influences on their instruction. Through classroom observations and interviews with teachers, the authors identified four approaches to writing instruction: writer's workshop, traditional skills, genre-based instruction and hybrid/eclectic. The data demonstrate that process writing in the form of writer's workshop and traditional skills instruction are still occurring in schools. However, the study showed a newer trend in writing instruction-many teachers are using graphic organizers and attending to specific genres. The study showed that professional development and state standards are major influences on teachers' instruction.

Writing Instruction in Elementary Classrooms: Why Teachers Engage or do not Engage Students in Writing

Literacy Research and Instruction, 2014

This qualitative study explored reasons K-6 teachers did or did not engage students regularly in writing. Interviews with 14 teachers, classified as high, transitional, and low implementers of writing instruction, revealed three themes: hindrances and helps, beliefs concerning practice, and preparation and professional development. Both high and low implementers identified time constraints, varying student needs, and tensions between content and conventions as hindrances, but dealt with them differently. High implementers reported receiving help from mentors, unlike low implementers. High implementers valued writing as a process and viewed themselves as good writers. They scaffolded students' writing and integrated writing with content. Low implementers valued writing but did not view themselves as good writers. High and low implementers viewed university courses and professional development differently.

Primary grade writing instruction: A national survey

2008

A random sample of primary grade teachers (N 178; 97 % female) from across the United States was surveyed about their classroom instructional practices in writing. Most of the participating teachers (72%) took an eclectic approach to writing instruction, combining elements from the 2 most common methods for teaching writing: process writing and skills instruction. Although 90 % of the teachers reported using most of the writing instructional practices that were included in the survey, there was considerable variability between teachers in how often they used specific practices. The study provides support for the following 7 recommendations for reforming primary grade writing instruction: (a) increase amount of time students spend writing; (b) increase time spent writing expository text; (c) provide better balance between time spent writing, learning writing strategies, and teaching writing skills; (d) place more emphasis on fostering students ’ motivation for writing; (e) develop st...

Text-based writing in elementary classrooms: teachers’ conceptions and practice

Reading and Writing, 2018

Writing analytically about text is a valued skill reflected in current academic standards. The quality of text-based writing opportunities in U.S. elementary schools, however, is generally weak, with variation in the rigor of the writing tasks teachers assign. Previous research suggests that teachers' beliefs about instruction significantly contribute to their decision-making; therefore, teachers' conception of text-based writing likely influences the tasks they assign. Yet, teachers' conceptions of text-based writing have yet to be charted. In the present study, through qualitative analysis of interviews, we identified three such conceptions among 4th and 5th grade teachers (n =17)-text-based writing as application of reading skills and strategies (n =10); as inquiry into text ideas (n =5); and a mixed conception, as both skills-and-strategies-based and affective response tangential to text (n =2). Analysis of assigned text-based writing tasks (n = 102) showed that regardless of their conception, all teachers assigned tasks reflecting the assessment and accountability demands of their policy context. Beyond this, teachers' assigned tasks were consistent with their conception. Teachers who held the first conception assigned predominantly tasks focused on demonstrating reading skills. The second group of teachers assigned a greater proportion of tasks guiding students to interpret or analyze big ideas than did other teachers. Finally, teachers holding mixed conceptions assigned routine skills-based tasks and personal or creative writing in nearequal proportions. We argue that teachers' conceptions of text-based writing provide an important leverage point for supporting text-based writing instruction.

Teachers' orientations towards writing

This study of 29 teachers from four states in the US investigated teachers' orientations towards writing and the influences on their beliefs. Through interviews about writing instruction, the researchers found significant differences between teachers in high and low-income schools. While teachers in high-income schools valued rhetorical style, developing voice, and readingwriting connections, teachers in low-income schools focused on grammar, mechanics and sentence structure. Teachers in high-income schools appear to be exercising more choice in curricular materials and valuing quality of writing beyond grammar and mechanics, whereas teachers in low-income schools are using specific curriculum mandated by the districts. Influences on teachers' orientations included school context, programs and materials, and assessments. The study raises concerns that students in low-income schools are missing out on authentic, challenging, and meaningful writing opportunities since the focus is on skills-based instruction. The findings point to the need for teachers to provide all students with opportunities to develop rhetorical style, voice, and reading-writing connections in addition to grammar, mechanics, and sentence structure.

Teaching writing to high school students: A national survey

Journal of Educational Psychology, 2009

A random sample of language arts, social studies, and science high school teachers (N ϭ 361; 53% women) from the United States were surveyed about what their students wrote, their use of evidencebased writing practices, the adaptations they made for weaker writers, how they assessed writing, their preparation to teach writing, beliefs about the importance of writing, and judgments about their students' writing capabilities. The findings from this survey raised some concerns about the quality of high school writing instruction. The writing activities they were assigned most frequently by teachers involved little analysis and interpretation, and almost one half of the participating teachers did not assign at least one multiparagraph writing assignment monthly. Although the majority of high school teachers did apply most of the evidence-based practices and adaptations included in the survey, they used these practices infrequently. Most teachers did not believe their college teacher education program adequately prepared them to teach writing. A sizable minority of language arts and social studies teachers indicated that their in-service preparation was inadequate too. For science teachers this was close to 60%.

Teachers' Writing Instruction Across the Disciplines in Grades 9 and 10

2013

This study was aimed at addressing the adolescent learners' writing needs by assessing teachers' needs on writing instruction across the disciplines in Grades 9 and 10 in one school in Southwestern Ontario. The research employed a mixed-methods approach using qualitative data from focus group and one-on-one interviews, and quantitative data collected through document analysis. The data revealed that there is a range of beliefs about writing instruction and that participating teachers offer many valuable writing opportunities to their students; however, there is a reluctance to provide more instructional time on writing according to the content area. The findings also pointed to the influence school administrators have in leading the instructional program. These findings concur with existing literature on writing instruction and the role principals play in literacy instruction.

Students and Their Writing: Perceptions, Motivations, and Behaviors (original) (raw)

Related papers