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ERIC Number: ED254847
Record Type: RIE
Publication Date: 1984-Sep
Pages: 39
Abstractor: N/A
Reference Count: 0
Teaching Beginning Writing vs. Nurturing Beginning Writers.
Smith, Vernon H.
To see what effects practice--frequent writing without teacher correction--would have on the writing of students in grades one and two in one small elementary school, writing samples were collected from all pupils at each grade level in October and May. Five factors were examined: general impression, length, vocabulary, spelling, and syntactic development. The students' teachers admitted that they had not been providing frequent opportunities for their pupils to write, but were willing to try this approach. Results showed significant improvement at both grade levels in all categories measured. The most interesting result was the startling variation in the amount of writing that individual children produced from day to day. It varied from only a few words one day to a hundred or more the next. The results indicate that, contrary to popular belief, many first grade students can write well at the beginning of the school year. Since children in first grade are already writing and are all learning to write correctly, the role of the teacher is not to teach beginning writing; rather it is to nurture beginning writers. (Tables of findings and writing samples are included.) (HOD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Indiana Teachers of Writing Conference (4th, Indianapolis, IN, September 28-29, 1984).