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ERIC Number: ED417425
Record Type: Non-Journal
Publication Date: 1997-Dec
Pages: 32
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Undoing "The" Writing Process: Supporting the Idiosyncratic Strategies of Children.
Schneider, Jenifer Jasinski
A study examined the situated and idiosyncratic writing strategies of a stratified purposeful sampling of five second and third grade children and the interplay between their strategy use and the multi-layered instructional contexts created by their teacher. Over a period of one school year, qualitative data (field notes, interviews, tape recordings, writing samples, and documents) were collected through various methods. The writing styles and strategies of these students revealed that there is more to writing than actual pen to paper behaviors. Every focus child was different. For each child, writing was an idiosyncratic series of decisions, strategies, and behaviors that also fluctuated according to the context, genre, and writing instruction. The teacher did not set rigid standards for writing because specific expectations for writing would contradict her stated philosophical stance about children and their need for exploration and discovery through language. Findings suggest that contrasting writers were able to discover and refine their idiosyncratic writing processes within this teacher's classroom. Research needs to continue to reconceptualize child writers so that they can be viewed as individuals. (Contains 40 references and 5 figures representing children's writings and drawings.) (RS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A