Teaching Writing Using the Process-Oriented Approach [electronic resource] / Lisa Westervelt.
This study had three objectives: (1) to examine and describe factors that help to create a positive attitude toward learning; (2) to examine and describe factors that led to students' participation in the process-oriented approach; and (3) to examine and describe perceptions and experiences tha...
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Full Text (via ERIC) |
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1998.
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| Subjects: |
MARC
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| 100 | 1 | |a Westervelt, Lisa. | |
| 245 | 1 | 0 | |a Teaching Writing Using the Process-Oriented Approach |h [electronic resource] / |c Lisa Westervelt. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1998. | ||
| 300 | |a 29 p. | ||
| 500 | |a ERIC Document Number: ED420864. | ||
| 520 | |a This study had three objectives: (1) to examine and describe factors that help to create a positive attitude toward learning; (2) to examine and describe factors that led to students' participation in the process-oriented approach; and (3) to examine and describe perceptions and experiences that students had involving the process-oriented approach. The primary source of data was a language arts classroom at a middle school in Huntington Beach, California, composed of 33 students (21 boys and 12 girls) ranging in age from 11 to 13 years. Students' writing samples and records of their experiences were analyzed. Results indicated that students displayed a positive attitude about what they were learning, enjoyed what they were doing, and appeared to give it their best effort. Results also indicated that students used a variety of genres in their writing, engaged in the writing process, and actively participated in the stages of the process. However, students were not receiving useful feedback from their peers, and students were not spending an acceptable amount of time on each stage of the writing process. Parents showed a great deal of appreciation for the process-oriented approach. Recommendations include: (1) the research indicating the positive impact of the writing process approach on students' attitudes toward writing must be made available to teachers; and (2) students need more instruction on how to give relevant and helpful feedback to their peers. (RS) | ||
| 650 | 0 | 7 | |a Intermediate Grades. |2 ericd. |
| 650 | 0 | 7 | |a Junior High Schools. |2 ericd. |
| 650 | 0 | 7 | |a Middle Schools. |2 ericd. |
| 650 | 1 | 7 | |a Process Approach (Writing) |2 ericd. |
| 650 | 0 | 7 | |a Qualitative Research. |2 ericd. |
| 650 | 1 | 7 | |a Student Attitudes. |2 ericd. |
| 650 | 1 | 7 | |a Writing Attitudes. |2 ericd. |
| 650 | 0 | 7 | |a Writing Improvement. |2 ericd. |
| 650 | 1 | 7 | |a Writing Instruction. |2 ericd. |
| 650 | 0 | 7 | |a Writing Research. |2 ericd. |
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