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Becoming Serious Writers/Readers: Providing Encouragement and Contexts for Learning.

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Title: Becoming Serious Writers/Readers: Providing Encouragement and Contexts for Learning.
Language: English
Authors: Andrews, Sharon Vincz
Peer Reviewed: N
Page Count: 13
Publication Date: 1992
Document Type: Reports - Descriptive
Reports - Research
Speeches/Meeting Papers
Descriptors: Elementary Education, Higher Education, Language Arts, Methods Courses, Reader Text Relationship, Reading Habits, Reading Instruction, Reading Writing Relationship, Student Attitudes, Teacher Education Programs, Undergraduate Study, Writing Instruction
Geographic Terms: U.S.; Indiana
Abstract: Students in a language arts methods class work in learning teams in literature circles. They read novels, keep journals, and use a variety of strategies in exploring the novels and relating the authors' work and ideas to their own lives. Occasionally, the group is asked to develop questions which they would like to ask the author. Invariably, students who are touched deeply by the novel want to know what motivated the writing. Students feel a connection with serious writing. The serious writer, who probably begins as a serious reader, needs to be "fed." Reading and writing are reciprocal; they feed each other. Seventy-four undergraduate elementary education students, asked about what they had read over the summer other than course work, identified magazines (50%), children's books (40%) and newspapers (35%) most often, but of these categories, 50% to 65% reported reading "None" while other types of reading scored significantly lower. When asked about their writing, they pointed to letters (60%) and little else. Because the hectic life of schools leave students with little time to read and write, the schools need to become quiet havens for reading and writing. Motivating student interest in family history can prompt reading and writing. Exposure to serious writing can help reduce student passivity. Good books arouse good storytelling. The language and the story in a good book act as a catalyst to draw out students' and teachers' humanity and love. (SG)
Notes: Paper presented at the Annual Indiana Teachers Applying Whole Language Conference (Terre Haute, IN, February 22, 1992).
Journal Code: RIEOCT1992
Entry Date: 1992
Accession Number: ED345230
Database: ERIC
FullText Text:
  Availability: 0
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DbLabel: ERIC
An: ED345230
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Becoming Serious Writers/Readers: Providing Encouragement and Contexts for Learning.
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Andrews%2C+Sharon+Vincz%22">Andrews, Sharon Vincz</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 13
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1992
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Descriptive<br />Reports - Research<br />Speeches/Meeting Papers
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Arts%22">Language Arts</searchLink><br /><searchLink fieldCode="DE" term="%22Methods+Courses%22">Methods Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Reader+Text+Relationship%22">Reader Text Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Habits%22">Reading Habits</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Writing+Relationship%22">Reading Writing Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Study%22">Undergraduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22U%2ES%2E%3B+Indiana%22">U.S.; Indiana</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Students in a language arts methods class work in learning teams in literature circles. They read novels, keep journals, and use a variety of strategies in exploring the novels and relating the authors' work and ideas to their own lives. Occasionally, the group is asked to develop questions which they would like to ask the author. Invariably, students who are touched deeply by the novel want to know what motivated the writing. Students feel a connection with serious writing. The serious writer, who probably begins as a serious reader, needs to be "fed." Reading and writing are reciprocal; they feed each other. Seventy-four undergraduate elementary education students, asked about what they had read over the summer other than course work, identified magazines (50%), children's books (40%) and newspapers (35%) most often, but of these categories, 50% to 65% reported reading "None" while other types of reading scored significantly lower. When asked about their writing, they pointed to letters (60%) and little else. Because the hectic life of schools leave students with little time to read and write, the schools need to become quiet havens for reading and writing. Motivating student interest in family history can prompt reading and writing. Exposure to serious writing can help reduce student passivity. Good books arouse good storytelling. The language and the story in a good book act as a catalyst to draw out students' and teachers' humanity and love. (SG)
– Name: Note
  Label: Notes
  Group: Note
  Data: Paper presented at the Annual Indiana Teachers Applying Whole Language Conference (Terre Haute, IN, February 22, 1992).
– Name: CodeSource
  Label: Journal Code
  Group: SrcInfo
  Data: <searchLink fieldCode="JC" term="%22RIEOCT1992%22">RIEOCT1992</searchLink>
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 1992
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED345230
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED345230
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
    Subjects:
      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Language Arts
        Type: general
      – SubjectFull: Methods Courses
        Type: general
      – SubjectFull: Reader Text Relationship
        Type: general
      – SubjectFull: Reading Habits
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Reading Writing Relationship
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Undergraduate Study
        Type: general
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: U.S.; Indiana
        Type: general
    Titles:
      – TitleFull: Becoming Serious Writers/Readers: Providing Encouragement and Contexts for Learning.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Andrews, Sharon Vincz
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 22
              M: 02
              Type: published
              Y: 1992
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