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ERIC Number: ED377166
Record Type: Non-Journal
Publication Date: 1993-Dec
Pages: 17
Abstractor: N/A
Reference Count: N/A
Can Teachers' Images of Good Writing Conflict with Goals of Process Writing?
McCarthey, Sarah J.
This paper explores the nature of a fifth/sixth grade New York City teacher's image of good writing, its effect on teacher-student interactions, and its influence on students. These three aspects are interwoven through a discussion of writing from personal experience, selecting a particular form for a specific audience, and including elements of language and style in writing. Students kept writers' notebooks and selected pieces to turn into projects for a particular audience, the teacher made extensive use of literature as examples of good writing, and the teacher established a time of the day devoted exclusively to writing. The teacher had participated in the Teachers College Writing Project for 4 years, which included extensive inservice training and on-site trainers in the classroom. Thus, the teacher had a particular view of good writing that included choosing topics of a personal nature, writing for a particular audience, and including imagery and figurative language. Successfully conveying her expectations, most students were able to weave these features into their writing. However, her image of good writing may have been powerful enough to interfere with innovative goals of process writing. Appendices contain samples of three students' writings. (Contains 20 references.) (JDD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Teacher Learning, East Lansing, MI.