{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/19645"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/19645","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The writing classroom as a mosaic: Three perspectives","abstract":"\"A qualitative study looked at ways in which teachers and students engaged in and reflected on the process approach to writing in a traditional high school setting in the Midwest. The school was affiliated with a major research university and its population was exclusively \"\"gifted\"\" students, here referred to as academically advanced (AA). 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The school was affiliated with a major research university and its population was exclusively \"\"gifted\"\" students, here referred to as academically advanced (AA). One 7th-8th grade, one 9th-grade and one 11th-grade English teacher implemented the process approach to writing applied to essays and research papers according to individual variations true to their teaching styles within the contexts of peer-group and collaborative-individual settings.\"","Findings were examined from three perspectives for each of the involved grade levels: The teacher's explicit ideology as expressed in interviews, the teacher's implicit ideology suggested by practices analyzed from videotaped lessons, and the students' experience as reported in interviews. In addition to values expressed regarding the process pedagogy, teacher and student motivations were in part interpreted through the prism of Maslow's needs hierarchy. Findings suggest definite AA student preferences for dyadic rather than group feedback. In addition, students preferred feedback at different stages during the writing process. Teacher-designed response sheets were often considered intrusive. Contrary to reports in other studies which focused on AA students' preference for nonstructured learning in content subjects, AA students in this study largely preferred a structured approach to learning expository writing. Finally, expected and unexpected motivational factors during the writing process also surfaced with respect to setting, topic familiarity, grades and teacher expectations.","Made available in DSpace on 2011-05-07T12:13:59Z (GMT). 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