Graduation Year

2013

Location

Lower Level, Ames Library, Illinois Wesleyan University

Start Date

20-4-2013 9:00 AM

End Date

20-4-2013 10:00 AM

Description

Writing instruction at the early elementary-level has often been reduced to one-size-fits-all prompts, which encourage limited student engagement or creativity. In response to this, many elementary classrooms have seen a push for workshop models that teach students to think of writing as a process. Through a modified Writers’ Workshop model, this study investigates first grade students and their journey through the revising and editing stages of the process. This three month study includes qualitative data collection methods such as field notes and student work samples. The findings of this study suggest that although revising and editing may seem a daunting task for emerging writers, a combination of explicit group lessons, peer conferencing, and checklists can guide students to look at their own writing with a more critical eye. These results suggest the importance of providing writing instruction that allows for more student involvement and peer interaction.

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Apr 20th, 9:00 AM Apr 20th, 10:00 AM

Emerging Writers Learn to Revise and Edit

Lower Level, Ames Library, Illinois Wesleyan University

Writing instruction at the early elementary-level has often been reduced to one-size-fits-all prompts, which encourage limited student engagement or creativity. In response to this, many elementary classrooms have seen a push for workshop models that teach students to think of writing as a process. Through a modified Writers’ Workshop model, this study investigates first grade students and their journey through the revising and editing stages of the process. This three month study includes qualitative data collection methods such as field notes and student work samples. The findings of this study suggest that although revising and editing may seem a daunting task for emerging writers, a combination of explicit group lessons, peer conferencing, and checklists can guide students to look at their own writing with a more critical eye. These results suggest the importance of providing writing instruction that allows for more student involvement and peer interaction.