The Writing Self-Perception of Four Girl Writers

This qualitative study explored the writing self-perception and reluctance of four adolescent girl writers in a writing classroom context. Data included responses to the WSPQ, field notes of classroom observations conducted over a six month period, interview and focus group transcripts. A holistic picture of each girl writer (Hayden, Steph, Casey, and Abby) is presented in four case studies. Hayden relied heavily upon others as she worked through the writing process. Steph could like writing but only under certain conditions. Casey’s social nature was both a strength and weakness in her writing effort. For Abby, time was the biggest hindrance in her writing effort. Following the four case studies, a cross case discussion explores five themes that emerged from the data: Social support, Tools of the trade, Meaningfulness, Good writing is... and Time. Each of the girls in her own ways relied heavily upon the Social support she received while working through the writing process. Tools of the trade was perceived as both beneficial and not beneficial for the girls; it was helpful in getting their ideas down on paper, yet caused anxiety and took time away from the actual writing. When writing was Meaningful, the girls were more engaged and could be successful writers. Time revealed that if the girls were to be successful writers, they needed time in which to think and write. Finally, Good writing is ... explored the girls’ understanding of good writing. Not only did the girls struggle to define good writing, their descriptions revealed that the concept of good writing was an enigma. The findings from this study extend previous research by pushing towards a more complete understanding of what reluctance looks like within a writing classroom context for adolescent girl writers.

Name thesis:degree_name

EdD

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Education, Criminal Justice, and Human Services: Literacy and Second Language Studies

Grantor dc:publisher

University of Cincinnati

Year dc:date

2012

Author dc:creator

• Chai, Hannah H.

Contributors dc:contributor

• Watts Taffe, Susan

• Language
• girl writers
• reluctant writers
• writing self-perception
• writing motivation
• writing engagement
• case study methodology

Statement dc:rights

• unrestricted
• This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.

Language dc:language

English

Repository record dc:identifier

http://rave.ohiolink.edu/etdc/view?acc_num=ucin1353154354

OAI identifier oai:identifier

oai:etd.ohiolink.edu:ucin1353154354