Junior High, Intermediate, Middle School Education and Teaching Commons^™

From Corrector To Reader: Pre-Service Teachers’ Writing Values And Feedback, Amanda Brewer

Teaching/Writing: The Journal of Writing Teacher Education

This study investigates the written feedback practices of secondary English Pre-Service Teachers (PSTs) to understand how their values regarding "good" writing influence their comments on student work. Through analysis of feedback on 10th-grade writing samples and value-sorting surveys, the study examines their feedback tendencies and the links with their values. Findings indicate a significant shift over the semester from a directive, deficit-based "corrector" stance to a facilitative, asset-based "reader" stance. The data suggests that when PSTs lack specific metalinguistic language, they default to generic advice or mechanical correction. However, when instructed to align their feedback with their core writing values, …

Teaching Writing: Fostering Joy In Writing Through “Commentarying”, Ellin Kim

New Jersey English Journal

For over 15 years, the author taught at an after-school English Language Arts center. Initially emphasizing perfection, enthusiasm waned. A graduate course changed the author's views on writing, stressing personal reflections. Implementing this, students' perceptions shifted, using "commentarying" to foster understanding and engagement in discussions on topics such as racism.

The Embedded Scaffolded Writing Mini-Course (Teswmc): An Approach To Improve Teacher Candidates’ Writing Skills And Attitudes, Vicky Giouroukakis Ph.D., Laurie Bocca

Teaching/Writing: The Journal of Writing Teacher Education

High-quality academic writing is critical to student success in graduate-level education courses and professional advancement in our field. The Embedded Scaffolded Writing Mini-Course (TESWMC) was designed to both improve teacher candidates’ skills in writing critically and effectively and to positively influence teacher candidates’ attitudes towards writing. The 7-week mini-course was taught by the teacher educator/researcher as a “push-in” into a semester-long graduate Education course. The mini-course also served as a pilot study to determine its efficacy. Both quantitative and qualitative data were collected and analyzed. Data revealed that teacher candidates reported that their writing skills and attitudes towards writing improved. …

Word Choice: A Neglected But Key Skill For Ell Writers, Kristin Lems

Faculty Publications

With all of the urgent, critical issues confronting education in general, and literacy practices in particular, why write a column on something as obscure as word choice? Word choice (sometimes called vocabulary choice or diction) often drops to the bottom of the “To Do” list for English as a Second Language (ESL), English, bilingual, and language arts teachers. Even when teachers are able to focus on writing to begin with (writing development is often the first thing cut when lessons run over), teachers of English language learners (ELLs) are too preoccupied with teaching grammar, spelling, organization, syntax, genres, and building …

Interventions To Improve Teacher Self-Efficacy Beliefs About Writing And Writing Instruction: Lessons Learned And Areas For Exploration, Jadelyn Abbott, Tracey Hodges, Sherry Dismuke, Katherine Landau Wright, Claire Schweiker

Teaching/Writing: The Journal of Writing Teacher Education

The present study explores the findings of a systematic literature review of research about teachers’ self-efficacy for writing and writing instruction to demystify what is known and what remains unknown. We analyzed the pool of research on self-efficacy for writing and writing instruction from January 1992 to August 2020. Our final inclusion of articles resulted in 22 articles that examine teacher self-efficacy for writing and writing instruction while meeting our standards of examining changes in self-efficacy. We examined how shifts in self-efficacy are measured, specific interventions that increase teachers’ self-efficacy for writing and writing instruction as well as interventions that …

Learning About Teaching Writing: The Use Of Roles To Support Preservice Teachers Pedagogical Knowledge And Practices, Kristine Pytash, Denise N. Morgan, Elizabeth Testa

Teaching/Writing: The Journal of Writing Teacher Education

If teacher educators are fortunate to be able to teach a writing methods class, they encounter challenges in designing field experiences that support what preservice teachers are learning in their course. In this article, we described how we developed a unique field placement where the preservice teachers worked in teams and rotated roles each week. We found that these taking on these roles provided preservice teachers with unique lenses to learning about writing, students, and general teaching pedagogies.

Teaching With The Genius In Mind: Enacting Literacy As A Civil Right, Katie Glupker, Pam Gower, Angela Knight

Language Arts Journal of Michigan

Because literacy is a civil right, educators are responsible for designing and implementing literacy education that is designed with the excellence of all students in mind. In order to learn about ways to ensure that literary practices are equitable for all students, the authors joined an educators’ book club to read Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy by Gholdy Muhammad. Muhammad describes the Black literary societies of the past and challenges educators of today to enhance classrooms by upholding equity and excellence through a five-layered framework: Identity, Skills, Intellect, Criticality, and Joy.

We studied Muhammad’s …

The Dimensions Of Teachers Who Write And The Essence Of A Writing Life, Shari L. Daniels, Pamela Beck

Teaching/Writing: The Journal of Writing Teacher Education

The purpose of this grounded theory case study was to explore the perceptions among ten K-12 teachers who teach writing and also write themselves. What are the key essentials for teachers to sustain a writing life? What habits of mind or attitudes are necessary for teachers to sustain a writing life? Interviews served as the primary data source along with writing artifacts from the participants’ own writing life. Findings indicate that teacher-writers committed to a writing life do so for the purpose of 1) discovering meaning, 2) connections to others 3) commitment to learning and 4) well-being, with an overall …

The Importance Of Teacher Self-Efficacy In The Implementation Of A Middle And High School Science Writing Initiative, Michelle P. Whitacre

Teaching/Writing: The Journal of Writing Teacher Education

This study focuses on the experiences of two science teachers who worked to implement a writing-focused, science literacy project in their classrooms. More specifically, I uncover the ways these teachers’ experiences differed and how these differences influenced their implementation. Findings confirm the importance of content teachers’ sense of self-efficacy as writers and writing teachers. In order to foster writing initiatives at the middle and secondary levels, we must honor and nurture content teachers’ sense of self-efficacy and give them multiple opportunities to develop mastery experiences.

Learning Moo-Re About The Dairy: Publishing A Middle Level Place-Based Informational Text, Stephanie M. Lemley

MLET: The Journal of Middle Level Education in Texas

This manuscript describes the creation of an middle level informational text about the local university dairy. The place-based assignment introduced the elementary education teacher candidates to the everyday workings of the university dairy. The preservice teachers engaged in the writing process throughout the creation of the informational text.

Student-Centered Approaches To Teaching Grammar And Writing, Lindsay J. Jeffers

Language Arts Journal of Michigan

This article questions the continued reliance on traditional approaches to the teaching of grammar, particularly the memorization of parts of speech and grammar rules. Years of studies show that grammar instruction out of the context of writing is detrimental to students. Despite much progress toward student-centered instruction, traditional methods of teaching grammar are still a cornerstone of writing instruction in many English classes. The article suggests more effective, student-centered approaches that focus on students developing as writers and readers. Through modeling and inquiry, students focus on writing as a craft and make choices as writers. It’s essential that research about …

Writing Groups In Eighth-Grade Honors Language Arts: Student And Teacher Perceptions, Jennifer Sara Meister Denmon

USF Tampa Graduate Theses and Dissertations

In this qualitative case study, I investigated eighth-grade honors students’ and their language arts teacher’s perceptions of the support provided in writing groups, the climate in writing groups, and student and teacher support that enhanced students’ motivation to write in writing groups. Eleven study participants engaged in the inquiry, 10 middle school students and one language arts teacher. I collected data during the fall semester of 2014. Data were individual interviews, classroom observations of participants in writing groups, and program-related documents. The main aim in this investigation is to discover middle school students’ and their teacher’s perceptions of the support, …

Yorba Times: Special Edition On Safety, Noah Asher Golden, Facundo Acevedo, Jesse Alonzo, Henessy Arana, Leslie Arriaga, Michelle Brait, Amy Chau, Ashley Diaz, Jeremiah Dille, Sierra Durand, Beberly Espinoza, Elora Estes, Lesley Fernandez, Darshan Gamma, Cassandra Garcia, Karla Garcia, Yasmin Garcia, Neko Gianquinto, Gisselle Gonzalez, Jacob Gonzales, Sakina Jaffery, Adrianna Herrera, Allie Hoch, Victoria Hulett, Anthony Jaimes, Leilani Lagunes, Sandra Loredo, Kate Markey, Joshua Marmolejo, Faith Martin, Melissa Medina, Layla Melendez, Dylan Moses, Michaela Moses, Brooklynn Payne, Michelle Perez, Brianna Quirarte, Ieleen Ramirez, Edwin Reyes, Jehu Sandoval, Jaqueline Ramirez, Jonathan Sanchez, Nathalie Sanchez, Christopher Santibanez, Kaylin Seeley, Genevieve Stothers, Miranda Valdez, Christopher Velasquez

Yorba-Chapman Writing Partnership Anthology of Journalistic Writing

During the Spring 2016 semester, Dr. Noah Asher Golden's Teaching of Writing K-12 students partnered with the Journalism class at Yorba Academy for the Arts. Through collaboration over a four-month period, Chapman's future teachers and Yorba's junior high journalists engaged a deep writing process to write a series of features, editorials, and news articles, all connected in some way to the overarching theme of safety. Thank you to Ms. Andrea Lopez, Ms. Tracy Knibb, and the Lloyd E. and Elisabeth H. Klein Family Foundation for supporting this project.

Integrating Teaching Literature And Writing, John J. Hobe

National Youth Advocacy & Resilience Conference

Brief Description: Come and learn how we can better understand each other through reading and writing about literature. Participants will see demonstrated and participate in integrated literature and writing lessons for all age students. They will receive references and lessons for integrating literature and writing lessons. Participants will discuss teaching literature and writing in schools.

Cognitive Function And The Administration Of A Writing Strategy Compendium Incorporating Autobiographical Recall And Art, Jonnie Sue Cleveland

Dissertations

The ability to write is vital in many academic areas (U.S. Department of Education, 2011). Roughly 70 percent of U. S. students in a representative sampling during 2010 (grades 8 and 12) scored only at the Basic (fractional grasp of prerequisite information and abilities) level and below (U.S. Department of Education, 2011).

Fifty-four percent of students in the eighth grade and 52 percent of students in the twelfth grade in the United States scored at the Basic level. Another 20 percent of students in the eight grade and 21percent of students in the twelfth grade scored below the Basic level. …

The Writing Process: Using Peer Review To Develop Student Writing, Jennifer M. Selting Troester

Department of English: Dissertations, Theses, and Student Research

The following thesis will explore how peer review through an online writing exchange influences student writers during the writing process. I propose that when students participate in this online writing exchange to peer review, it will assure that they will have a better understanding of the writing process, and more confidence in analyzing their own writing and in themselves as writers. It also makes these students more conscientious of the writing they share with peers because they have a wider audience than just their teacher, and this motivates them to improve their writing. The last part of the document features …

The Impact Of Formative Feedback On Student Motivation To Write In Eighth Grade English Courses, Dayna Nielsen

All Graduate Theses, Dissertations, and Other Capstone Projects

This study examined the impact of feedback on student motivation to write in eighth grade English courses, specifically during a persuasive essay unit. A literature review was conducted to determine the characteristics of effective feedback and when it should be delivered to students. The findings from the literature review were used to develop the experimental context for the study to find out how feedback can impact motivation. A mixed-method approach was used to gather both quantitative and qualitative data through the use of a survey administered after varying types and levels of feedback were provided to participating students. The study …

Boston Writing Project, Glenn Mitchell, Peter Golden

Office of Community Partnerships Posters

The Boston Writing Project focuses on the core mission of improving the teaching of writing and improving the use of writing across the disciplines by offering high-quality professional development programs for educators, at all grade levels, K–16 and across the curriculum.

Making Writing Personal [6th Grade], Kathleen Fenske

Understanding by Design: Complete Collection

In this unit, students will view nonfiction and fiction as a commentary on an author’s personal life and on society, particularly the life of a migrant worker. Students will also begin to view writing as a process and as a reflection of self. Students will begin the unit by delving into the following questions: How does literature reflect a culture or time period? What can we learn from the past? To what extent can fiction reveal truth? Should a story teach you something? Why write? Why share personal experiences in writing? What makes writing worth reading? Through these questions, students …

Journaling In The Secondary Mathematics Classroom: An Introduction, Defense, And Resource, Emily K. Falgier

Honors Capstones

Capstone submitted as a graduation requirement for the BSU Honors Program.

In The Classroom: The Winter Tradition Project (Feb. '91), Michael P. French, Kathy Everts Danielson

Teacher Education Faculty Publications

In an effort to involve all students and to educate them about the cultures of other countries, I developed a "winter tradition" project. The project required that students write brief descriptions of things their families do during the holidays or winter months. These were compiled into a class booklet. The winter tradition project proved to an excellent activity for middle school students because it allowed them to learn about each other while increasing their writing, computer, and interpersonal skills. I introduced this five-day project to five language arts classes of 20-25 students each.

The Impact Of Recent Research Trends On The Teaching Of Writing In The Middle Grades, Marilu D. Goolsby

Theses and Dissertations

This was a descriptive study which measured the attitudes and practices of teachers in the middle grades concerning the teaching of writing. Subjects were 42 teachers of writing in grades five through eight in four small rural school systems. The data gathering instrument was a questionnaire devised by the researcher which employed a Likert scale format. One open-ended item was included as well as several background questions. Results indicated that the majority of these teachers do not teach writing as a process with extensive editing and revising with the teacher participating in the process. Rather, the teaching of grammar and …

A Study Of The Effects Of Writing Instruction Versus Writing And Reading Instruction On 10th Grade English Students, Patricia E.G. Craig

Masters Theses & Specialist Projects

The effects of writing instruction as opposed to writing and reading instruction were studied on 10^th grade English students’ reading comprehension and writing. Two groups (classes) completed pretests and pre-sample writing. Then, both groups were given writing instruction while only one group was given related reading skills instruction. Finally, both groups completed posttests and post-sample writings.

An analysis of covariance of the pre-and posttest data was done. It revealed no significant difference between the two groups related to reading comprehension. However, a significant difference existed between the two groups related to language expression (editing skills or writing sub-skills). The …

Writing Apprehension: Can An Individualized Approach Help?, Elizabeth B. Loftin

Theses and Dissertations

This study was a descriptive investigation of the effects of the Individualized Language Arts (ILA) program חס writing apprehension. Subjects were 152 eighth graders enrolled in a middle school. The subjects were from five language arts classes and were taught writing during the 1986-87 school year by the Individualized Language Art's (ILA) program. The data gathering instrument for this study was the Daly-Miller Test of Writing Apprehension (WAT), administered in August, 1986 as a pretest and again in the spring of 1987 as a posttest. Between the pre and posttests, students were instructed by the ILA, a method of teaching …