ERIC Number: ED239256
Record Type: RIE
Publication Date: 1982-Mar
Reference Count: 0
Understanding Writing in School: A Descriptive Study of Writing and Its Instruction in Two Classrooms. Executive Summary.
Clark, Christopher M.; And Others
A naturalistic study investigated writing-related teacher planning and classroom activities in a combined second and third grade classroom and a sixth grade classroom. Data were collected from participant observation, teachers' reflections on classroom writing, and naturally occurring teacher and student writing samples. The study, which was based on the assumption that writing is a form of social interaction, produced a number of findings, including the following: (1) writing is a frequent part of classroom life; (2) its many forms and functions depend on classroom social contexts; (3) key classroom writing functions are writing to know oneself and others, to occupy free time, to participate in the community, and to demonstrate academic achievement; (4) teachers focus more on developing occasions for writing than on presenting discrete lessons in writing skills; (5) writing occasions often involve skills integration both with the language arts and across subject areas; and (6) occasions for writing require a wide range of teacher planning skills. (MM)
Descriptors: Class Activities, Classroom Communication, Classroom Environment, Classroom Research, Elementary Education, Lesson Plans, Naturalistic Observation, Research Methodology, Teacher Attitudes, Teacher Role, Writing Exercises, Writing Instruction, Writing Skills
The Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($2.75).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Identifiers: Naturalistic Studies
Note: For the study upon which this summary is based, see CS 208 034.