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• W2574976183 abstract "A writing workshop held during a school holiday in an urban center in Southern Africa illustrated the premise that writing experiences with literary patrons can result in benefits for young authors. The workshop was planned with the purpose of encouraging children to write in a setting that emphasized the establishment of a children's library, a related literature-based listening program and a community approach to the sharing of ideas (with experienced writers, group leaders, parents, older children, and peer groups). A multi-age group of primary and early secondary school children (16 in all) participated in the 3-week workshop. Specific workshop activities included storytelling, modeling, revising, editing, learning audience awareness, languaging, i.e., becoming aware of overused words and hackneyed phrases and being alert to appropriate substitutes; and publishing, i.e., making permanent hard-cover books out of their own selected writings. The group conferences exerted a positive influence and as a result a confident outlook about reading and writing seemed to emerge. Parents indicated that they saw their children enjoying reading and writing. Children said that they read to try to understand the characters and other things. They also read to look at the illustrations in the stories and to just enjoy a good story. By asking experienced writers to join the team of adult leaders, the children were not only given opportunities to write and learn how their writing unfolds but also t..5 communicate to real audiences (audiences which included professional writers). (Figures representing a sample cluster, guidelines for editing or revising, student and parent inventories, and a sample diploma for workshop participants are included; 25 references are attached.) (RS) **********************************************************************;. Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Anything Can Happen In a Story You Can Even Meet A Baboon Shopping In Town: Authors Encouraging C!,iildren As Writers Yvonne W. Mhone INTRODUCTION This article reviews an approach to expressive writing used by children in a Writing Workshop held during a school holiday, in an urban centre in Southern Africa. It will particularly illustrate the premise that writing experiences with literary patrons can result in benefits for young authors. Published writers can play an exciting role in helping to provide stimulating environments in which children participate in the composing process. Real authors CC can instill a special sense of importance to the acts of reading and writing. Even those T.. children who will not grow up to become writers, themselves, can learn to appreciate the professional author's acute interest in his or her craft, by observing and sharing in the enthusiasm that the experienced authors generate. Thus, the writer of this article considers the inclusion of experienced writers in formal and/or informal language arts programmes just as beneficial for second language learners, as is noted r.4 for first language learners engaged in writing (Calkins, 1986; Cullinan, 1987; Graves, 1989; and Hansen, 1987). Evidence from incomplete sentence questionnaires (parents and children) and logs (children) administered during the Workshop suggest that the participants were certainly motivated to write; and a cursory review of the written drafts of the children seems to show a growth in writing facility. This article discussed the purpose of the workshop, the nature of the programme and accompanying activities, the results of the workshop, and the lessons to be derived from the workshop by way of a conclusion. PURPOSE OF THE WORKSHOP The Writing Workshop was planned with the purpose of encouraging children to write in a setting that emphasized the establishment of a children's library and a related literature-based listening programme, and most importantly, a community approach to the sharing of ideas (with experienced writers, group leaders, parents, older children and peer groups). The writing process (Graves, 1983; Calkins, 1987) engages children in a set of identifiable strategies that they can use to: plan, draft, revise, edit and publish their own original written work. Long-term studies (Graves, 1983; Calkins, 1987; Bay Area Writing Project, 1986) have indicated that there is value in giving this kind of structure to the composing effort. Second-language teaching also appears to have been influenced by this move towards a meaning-driven, process approach to writing instruction. Thus moving away from a heavy emphasis on lea.ing isolated grammatical structures, and controlled activities, such as, framed paragraphs and substitution tables that provide children with opportunities only to manipulate rather than create language forms (Leki, 1991; Pica, 1986; Dixon, 1986). r 7 rgtvg '711 P.71!r U.S. DEPARTMENT OF EDUCATION Office ot EauctIonat Rcsaartn and imotownenr EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) FTnos docuw N has boon (*Produced as racenied I, pi, Ina parson or organuat.on ongmattno .t CI Motor cnangata My. been mode to onorore rooroductron oualrtv Points ot weer 0( Gammons Statad in tnrsdOCu mnt do not nCIllartry represent &I've? OERI oosotton or oot.cv -PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY" @default.
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• W2574976183 date "1992-01-01" @default.
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• W2574976183 title "Anything Can Happen in a Story--You Can Even Meet a Baboon Shopping in Town: Authors Encouraging Children as Writers." @default.
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