From Seeing to Achieving: Using Graphic Novels as a Tool to Support the Writing Skills of Fifth Grade Boys

Autor/in	Sumerfield, Sandra S.
Titel	From Seeing to Achieving: Using Graphic Novels as a Tool to Support the Writing Skills of Fifth Grade Boys
Quelle	(2017), (144 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit Ed.D. Dissertation, Nova Southeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Writing Instruction; Teaching Methods; Novels; Cartoons; Writing Skills; Skill Development; Elementary School Students; Grade 5; Males; Learner Engagement; Essays; Revision (Written Composition); Freehand Drawing; Student Developed Materials; Ethnography; Self Concept; Learning Motivation; After School Programs; Vocabulary Development; Observation; Interviews; Personal Narratives; Clubs; Writing Workshops; Qualitative Research; Statistical Analysis + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Novel; Roman; Zeichentrickfilm; Writing skill; Schreibfertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; School year 05; 5. Schuljahr; Schuljahr 05; Male; Männliches Geschlecht; Essay; Aufsatzunterricht; Korrektur; Drawing; Zeichnen; Ethnografie; Selbstkonzept; Motivation for studies; Lernmotivation; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Wortschatzarbeit; Beobachtung; Interviewing; Interviewtechnik; Erlebniserzählung; Club; Klub; Qualitative Forschung; Statistische Analyse
Abstract	This study explored how using graphic novel features in the writing process influenced the motivation and engagement of fifth grade boys to write. Participants used graphica features to visually draft their narrative essays before crafting their final writing piece. During the drafting process, students were encouraged to engage in the revision process as their story ideas evolved through their drawings. The theoretical framework supporting this research was cultural historical activity theory (CHAT), developed by Vygotsky (1978). In addition to CHAT, the researcher used the underpinnings of Rosenblatt's (1988) transactional theory as writers interacted with their written text. The study was designed as a focused ethnography relying on qualitative data and supported by data that sought to quantify participant writer's self-perception along with motivation to write. Three questions guided this study: 1. How did drafting a story, using graphic novel features as a tool, affect the writer self- perception of fifth grade boys participating in an afterschool writing program? 2. How did drafting a story, using graphic novel features as a tool, affect the motivation to write of fifth grade boys participating in an afterschool writing program? 3. How did drafting a story, using graphic novel features as a tool, influence the use of descriptive vocabulary in the narrative writing of fifth grade boys? Data were collected through observations, interviews, personal narratives, and the WSPS and MRP-R instruments developed to quantify motivation and self-perception about writing. Overall, students demonstrated more engagement with, and a stronger commitment to, their writing. Participants became so motivated to write, they created a writing club (The Writers' Club) and continued to meet after completion of the study. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01