Abstract
dc:description.abstractThe purpose of the study was to determine how exceptional writing teachers utilize visual images in their teaching of writing. Specifically, the researcher was interested to discover how drawing might be used as a learning tool in the various stages of the writing process. Nine elementary teachers - recognized as exemplary teachers of writing, completed a detailed questionnaire in reference to their writing instruction. All of the teachers surveyed value visuals highly and recognize the potential impact that drawing can have on writing. However, not all of these teachers are utilizing drawing or visual strategies in their writing instruction on a regular basis. Descriptions of writing instruction and types of visuals used, along with examples, are provided. Additional information was gathered by conducting a case study and observing the instruction of one of the teachers, a particularly information-rich sample, who does integrate drawing and writing. This teacher’s beliefs and resulting purposeful instruction are described as evidence for how others might incorporate these valuable strategies. The data reported here highlights the use of visuals and drawing as instructional tools in writing instruction and supports the conclusion that these strategies can be incorporated into the teaching of writing for more effective instruction.
Degree
thesis:*- Name thesis:degree_name
- Master of Education - Literacy
- Discipline thesis:degree_discipline
- School of Teacher Education
- Year
- 2009
Author and committee
dc:creator, dc:contributor.*- Author dc:creator
-
- Tooley, Sally Helene
- Contributors dc:contributor
-
- Dr. Pamela Petty (Director), Dr. Sherry Powers, Dr. John Hagaman
Subjects
dc:subject × 8Identifiers
dc:identifier.*- Repository record dc:identifier
- https://digitalcommons.wku.edu/theses/83
- OAI identifier oai:identifier
- oai:digitalcommons.wku.edu:theses-1083