ERIC Number: ED120761
Record Type: RIE
Publication Date: 1976
Reference Count: 0
Self Concept and Self Evaluation--Writing: Strands and Strategies for Describing, Prescribing and Evaluating the Task.
Shepherd, T. R.
Composition assignments for elementary and secondary school students should be varied according to the size and scope of the assignment, the size of the composition group, and the degree of help and encouragement required by each student. Writing should not be regarded as punishment, but rather should be designed to provide an optimum level of success. A continuum involving polar opposites such as practical--non-practical, personal--non-personnal, creative--non-creative, fiction--non--fiction, literal--non-literal, and so on, may be useful in describing students' writing or in making writing assignments. Tailoring the writing experience and providing an evaluative framework for each student results in better understanding of tasks, more accurate self-evaluation, and therefore improved writing confidence and self-concept. (KS)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Conference on Language Arts in the Elementary School (8th, Atlanta, Georgia, March 5-7, 1976); Not available in hard copy due to marginal legibility of original document