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ERIC Number: EJ951302
Record Type: Journal
Publication Date: 2012
Pages: 5
Abstractor: As Provided
Reference Count: 13
ISSN: ISSN-0009-8655
Guiding the Noticing: Using a Dramatic Performance Experience to Promote Tellability in Narrative Writing
Clark, Shanetia
Clearing House: A Journal of Educational Strategies, Issues and Ideas, v85 n2 p65-69 2012
In this article, the author describes her use of dramatic performance to promote tellability in narrative writing within a seventh and eighth grade English and language arts classroom. By experiencing dramatic performance, the students were able to actively and physically perform the writing process: brainstorming, drafting, revising, and editing. Furthermore, the students promoted classroom community and collaboration. This article expounds how classroom teachers could facilitate these dramatic performances so that their students would make visible their decisions as writers. Infusing dramatic performance throughout the writing process advanced both the quality and the positive attitudes about writing. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 7; Grade 8; Middle Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A