ERIC Number: ED274971
Record Type: RIE
Publication Date: 1984
Reference Count: 0
Writers Making Meaning: How Do Young Writers Shape Experience within the Writing Process?
An examination of the journal writing of 14 second graders during one school year reveals the evolution from egocentricity, with the work of one student serving as a model against which similarities and differences in the growth patterns of the other students are measured. The students' drawings and writings reflect their learning about the world and their relationship to it. The egocentric young writers touch on the emotional, social, and cognitive areas of learning, often listing items which interest or confuse them. Later, cause and effect enter into their writing as they formulate questions and concepts, test hypotheses, and experiment with both language and thought in their creative writing. As young writers gain a sense of audience, their egocentrism gives way to sociocentrism and they become aware of public scrutiny. However, peer encouragement and help in the writing process classroom allow young writers to become less self-conscious and explore different modes of expression, taking into account their audiences. Teachers should take care that the making of meaning takes precedence over the correctness of mechanical details and that revision is gently encouraged to preserve the writers' experiences and written expression. (Examples of students drawings and writing illustrate the commentary for each student.) (JK)
Publication Type: Opinion Papers; Reports - Research
Education Level: N/A
Audience: Teachers; Practitioners
Sponsor: National Council of Teachers of English, Urbana, IL. Research Foundation.
Authoring Institution: N/A