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 |
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