ERIC Number: ED455524
Record Type: RIE
Publication Date: 2001-May
Increasing Motivation To Write by Enhancing Self-Perception, Utilizing Collaboration, Modeling and Relevance.
Cook, Pamela J.; Green, Roxanne M.; Meyer, Tammy S.; Saey, Laura A.
This report describes a program for increasing motivation in writing that will enhance students' skills at a variety of grade levels. The targeted population consisted of first, second, and third grade classes as well as ninth through twelfth grade Learning Disabled students in a Midwestern state. The evidence of lack of motivation was documented by parent surveys, student surveys, teacher surveys and observations. Probable cause data showed students are unmotivated to write due to low self confidence, lack of control over writing tasks, inadequate amount of time to expand on writing pieces, lack of emphasis on organizers, limited peer collaboration, and insufficient relevance to real life. Faculty reported lack of student motivation in writing tasks which hinder writing achievement. State data showed a decline in writing scores at the targeted sites. A review of solution strategies resulted in an action plan that included activities which incorporated student choices, relevance, moderately challenging tasks and collaboration with peers. Teacher instruction was guided by these points and included modeling, adequate time for completion of writing activities, use of graphic organizers, relevant writing tasks, pen pal correspondences and writing throughout the curriculum. The research concluded with a final survey to students and parents which showed an overall average increase in students' attitudes towards writing and an increase in students' organizational skills in writing tasks. Although the goal was to increase motivation, and the researchers feel this did occur, it is difficult to measure using data. For this reason, no substantial conclusions can be derived regarding the exact amount of motivational impact on each student. The paper contains 44 references and 10 figures of data. Appendixes contain parent, teacher, and student survey instruments; a pen pal activity reflection; and permission letters. (Author/RS)
Publication Type: Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A
Note: Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development.