Student Experiences with Writing: Taking the Temperature of the Classroom
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| Title: | Student Experiences with Writing: Taking the Temperature of the Classroom |
|---|---|
| Language: | English |
| Authors: | Zumbrunn, Sharon, Ekholm, Eric, Stringer, J. K., McKnight, Kimberly, DeBusk-Lane, Morgan |
| Source: | Reading Teacher. May-Jun 2017 70(6):667-677. |
| Availability: | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 5 Intermediate Grades Middle Schools Elementary Education |
| Descriptors: | Writing (Composition), Grade 5, Elementary School Students, Freehand Drawing, Student Attitudes, Responses, Teaching Methods, Literacy Education, Qualitative Research |
| DOI: | 10.1002/trtr.1574 |
| ISSN: | 0034-0561 |
| Abstract: | This article offers insights into students' perceptions of writing through the use of drawings and written responses. In a descriptive qualitative study of fifth graders across two diverse elementary schools, students were prompted to draw a picture about a recent experience with writing and how that experience made them feel. Students were then asked to write a description of their drawings. We studied features in the drawings and written responses and constructed four thematic categories. Findings highlight the range of both positive and negative experiences with writing as well as a realistic tool for literacy teachers to use to take the temperature of the classroom. |
| Abstractor: | As Provided |
| Entry Date: | 2017 |
| Accession Number: | EJ1139257 |
| Database: | ERIC |
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| Abstract: | This article offers insights into students' perceptions of writing through the use of drawings and written responses. In a descriptive qualitative study of fifth graders across two diverse elementary schools, students were prompted to draw a picture about a recent experience with writing and how that experience made them feel. Students were then asked to write a description of their drawings. We studied features in the drawings and written responses and constructed four thematic categories. Findings highlight the range of both positive and negative experiences with writing as well as a realistic tool for literacy teachers to use to take the temperature of the classroom. |
|---|---|
| ISSN: | 0034-0561 |
| DOI: | 10.1002/trtr.1574 |
