Writer Identity and Writing Workshop: A Future Teacher and Teacher Educator Critically Reflect
Issue: Vol 6 No. 3 (2014)
Journal: Writing & Pedagogy
Subject Areas: Writing and Composition Linguistics
DOI: 10.1558/wap.v6i3.583
Abstract:
Students currently attending colleges and universities in the United States were in elementary school when writing workshop was first introduced as a teaching method. In this article an undergraduate honors student and a literacy teacher educator critically reflect on the student’s 2nd grade experiences with writing workshop and identify the features of this teaching method that led to her development of a writer’s identity. Through autobiography and retrospective analysis of primary data, they argue that tone, the basic elements of writing workshop of time, choice, and process; a literature-rich environment; and a community focus contributed to the development of a writerly identity.
Author: Cynthia B. Leung, Jacky Hicks
References :
Angelou, M. (1993) Life Doesn’t Frighten Me. New York: Abrams.
Anzaldúa, G. (1999, October) Nos/otros: “Us” vs. “them,” (Des) conocimientos
y comprisos. Presentation at the Conference of Territories and Boundaries:
Geographies of Latinidad, University of Illinois at Urbana-Champaign. Cited
from McCarthey (2001).
Atwell, N. (1987) In the Middle: Writing, Reading, and Learning with Adolescents.
Portsmouth, New Hampshire: Boynton/Cook.
Baker, L. (1991) Metacognition, reading and science education. In C. M. Santa
and D. E. Alvermann (eds.) Science Learning: Processes and Applications 2–13.
Newark, Delaware: International Reading Association.
Calkins, L. M. (1983) Lessons from a Child: On the Teaching and Learning of
Writing. Portsmouth, New Hampshire: Heinemann.
Calkins, L. M. (1986) The Art of Teaching Writing. Portsmouth, New Hampshire:
Heinemann.
Calkins, L. M. (1994) The Art of Teaching Writing (2nd edition). Portsmouth, New
Hampshire: Heinemann.
Calkins, L. M. (2006) A Guide to the Writing Workshop, Grades 3–5. Portsmouth,
New Hampshire: Heinemann.
Clark, R. P. (1987) Free to Write: A Journalist Teaches Young Writers. Portsmouth,
New Hampshire: Heinemann.
Dewey, J. (1997/1910) How We Think. New York: Dover Publications.
Edelson, D. C., Gordin, D. N. and Pea, R. D. (1999) Addressing the challenges of
inquiry-based learning through technology and curriculum design. Journal of
the Learning Sciences 8: 391–450. http://www.dx.doi/10.1080/10508406.1999.
9672075.
Evans, R. (1993) Learning “schooled literacy”: The literate life histories of
mainstream student readers and writers. Discourse Processes 16: 317–340.
http://www.dx.doi/10.1080/01638539309544842.
Graves, D. H. (1983) Writing: Teachers and Children at Work. Portsmouth, New
Hampshire: Heinemann.
Jacobs, G. M. (2004) A classroom investigation of the growth of metacognitive
awareness in kindergarten children through the writing
process. Early Childhood Education Journal 32: 17–23. http://www.
dx.doi/10.1023/B:ECEJ.0000039639.70536.13.
Kherdian, D. (1995) Lullaby for Emily. New York: Henry Holt & Co.
Kruch, M. A. (2012) Tend Your Garden: Nurturing Motivation in Young
Adolescent Writers. Sheffield, U.K., and Oakville, Connecticut: Equinox.
Lensmire, T. J. (1998) Writing for critical democracy: Student voice and teacher
practice in the writing workshop. In S. Boran and B. Comber (eds.) Critiquing
Whole Language and Classroom Inquiry 81–102. Urbana, Illinois: National
Council of Teachers of English.
Lincoln, Y. S. and Guba, E. G. (1985) Naturalistic Inquiry. Newbury Park,
California: Sage.
McCarthey, S. J. (2001) Identity construction in elementary readers and writers.
Reading Research Quarterly 36: 122–151. http://www.dx.doi/ 10.1598/
RR Q.36.2.2.
McCarthey, S. J. (2002) Students’ Identities and Literacy Learning. Champaign,
Illinois: International Reading Association.
Moffett, J. (1979) Integrity in the teaching of writing. Phi Delta Kappan 61:
276–279. http://www.jstor.org/stable/20385439.
Murray, D. (1985) A Writer Teaches Writing (2nd edition). Boston: Houghton
Mifflin.
Palmer, B. C. (1994) Developing Cultural Literacy Through the Writing Process:
Empowering All Learners. Des Moines, Iowa: Allyn & Bacon.
Polkinghorne, D. E. (1988) Narrative Knowing and the Human Sciences. Albany,
New York: State University of New York Press.
Rawlings, M. K. (1939) The Yearling. New York: Scribner’s.
Ray, K. W. (1999) Wondrous Words:
Writers and Writing in the Elementary Classroom. Urbana, Illinois: National Council of Teachers of English.
Ray, K. W. (2001) The Writing Workshop: Working through the Hard Parts (and
They’re All Hard Parts) (with L. L. Laminack). Urbana, Illinois: National
Council of Teachers of English.
Rosaen, C. L. (1993, April) Negotiating a literacy curriculum: Issues of ownership
and control. Paper presented at the American Educational Research Association
Annual Meeting. ERIC Document Reproduction Service No. ED367956.
Rowe, D. W., Fitch, J. M. and Bass, A. S. (2001) Power, identity, and instructional
stance in writing workshop. Language Arts 78: 426–434. http://www.jstor.org/
stable/41483171.
Szczepanski, S. (2003) Writing workshop: Three ingredients that work. Michigan
Reading Journal 35(2): 13–15. http://eric.ed.gov/?id=EJ667682.
Troia, G. A., Lin, S-j. C., Cohen, S. and Monroe, B. W. (2011) A year in the
writing workshop. Elementary School Journal 112: 155–182. http://www.
dx.doi/10.1086/660688.
verDorn, B. (1992) Day Breaks. New York: Arcade.
Vygotsky, L. S. (1978) Mind in Society: The Development of Higher Mental
Processes. Cambridge: Harvard University Press.
Witherell, C. and Noddings, N. (1991) Prologue: An invitation to our readers. In
C. Witherell and N. Noddings (eds.) Stories Lives Tell: Narrative and Dialogue
in Education 1–12. New York: Teachers College Press.
Yolen, J. (1987) Owl Moon. Westport, Connecticut: Philomel.