NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1165616
Record Type: Journal
Publication Date: 2017-Dec
Pages: 27
Abstractor: As Provided
ISSN: EISSN-2379-4690
Why Can't Tyrone Write: Reconceptualizing Flower and Hayes for African-American Adolescent Male Writers
Stormer, Kimberly J.
Middle Grades Review, v3 n3 Article 5 Dec 2017
Using qualitative methods and a case study design, the perceptions and writing processes of three African-American eighth grade males were explored. Data were derived from semi-structured and informal interviews, and document analysis. The study concluded that the perceptions of the three participants' writing processes did not adhere to the steps depicted by the cognitive process model of writing (Flower & Hayes, 1981) that has become a dominant model for describing the composing processes of students. Recommendations are made for altering the Flower and Hayes model to depict how these three, African-American eighth graders perceive school writing.
University of Vermont - Middle Grades Review. Waterman Hall, Burlington, VT 05405. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A