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- W2004861796 abstract "In this teacher-generated study we explored 15 children's perceptions of what constituted good writing to see how those might better inform the teacher's instruction. Transcripts of audiotaped data, including students' responses to interviews early and late in the 5-month study and student and teacher talk during small-group classroom writing sessions, were analyzed for children's perceptions of what was important in writing. Analyses revealed that during interviews children focused on the conventions of writing (i.e., handwriting, spelling, and mechanics) as indicators of good writing. However, the children's conversations while writing reflected more emphases on idea generation, planning, and organization of stories and growing awareness of ownership and audience needs. The data indicated that children recognized a need to become proficient in the conventions of writing. However, when provided with scaffolded writing situations, the children talked about expanded indicators of good writing. When supported by peers and teachers, the children were able to balance their need to produce conventionally correct writing with their need to make writing interesting to themselves and others." @default.
- W2004861796 created "2016-06-24" @default.
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- W2004861796 date "2001-05-01" @default.
- W2004861796 modified "2023-09-26" @default.
- W2004861796 title "Second Graders' Perceptions of What Is Important in Writing" @default.
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- W2004861796 doi "https://doi.org/10.1086/499688" @default.
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