Process Writing in the Intermediate Grades: Magical Panacea or Oversold Cliche?

Autor/in	Balajthy, Ernest
Titel	Process Writing in the Intermediate Grades: Magical Panacea or Oversold Cliche?
Quelle	(1986), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Content Area Writing; Educational Philosophy; Educational Theories; Elementary School Teachers; Intermediate Grades; Learning Processes; Reading Writing Relationship; Student Evaluation; Student Needs; Teacher Researchers; Teacher Student Relationship; Teaching Methods; Writing Instruction; Writing Processes + Suchen Sie Ihr Suchwort? Schriftliche Übung; Bildungsphilosophie; Erziehungsphilosophie; Educational theory; Theory of education; Bildungstheorie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mittelstufe; Learning process; Lernprozess; Schulnote; Studentische Bewertung; Lehrerforschung; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht
Abstract	Noting that the principles of writing process instruction typically offered to elementary teachers are less readily adaptable to intermediate classrooms emphasizing content area learning rather than basic skills, this paper explores two key themes important to the successful implementation of writing process instruction: (1) teachers' needs to understand clearly the philosophies and theories underlying writing process approaches, and (2) teachers' needs to assume the role of researcher in their classrooms to understand their students' writing needs and to determine how their strategies meet or fail to meet those needs. The paper first describes the concepts underlying the "whole language approach" and then examines some of the problems facing intermediate grade teachers as they teach the writing process in their classes. These problems are: the need to broaden children's perspectives on different kinds of writing, the need to integrate writing with content area learning, and the need to become researchers in the classroom. To elaborate on the teacher as researcher, the paper outlines the developmental writing needs of intermediate grade students, and how writing can aid in identity building. Finally, the paper discusses the importance of a theoretical understanding of the underpinnings of whole language, as opposed to simple implementation of prescribed techniques. (HTH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC