Toward Deeper Understanding of Children's Writing: Preservice Teachers' (PSTs') Analysis of Student Writing Before/After Writing-Focused Coursework

• In Event: Reading Positionality, Writing Practice: Literacy in Preservice Teacher Education

Abstract

This descriptive study sought to extend what is known about preservice teachers’ [PSTs’] learning to teach writing by examining their reading of elementary students’ writing before and after participation in writing-focused methods coursework. PSTs’ reading involves analysis of students’ writing strengths and needs and undergirds their feedback and instructional decision-making during their teaching of writing. Preliminary findings showed that, overall, PSTs were able to make important shifts in their analyses of children’s writing, moving from a focus on local features (e.g., spelling, punctuation) to global features (e.g., organization), especially in their identification of children’s needs. Moreover, PSTs showed refinement in the ways in which these features were discussed, more often connecting their analysis back to text type/purpose.

Authors

• Lisa K. Hawkins, Ball State University

• Nicole Michelle Martin, Ball State University

• Diane Bottomley, Ball State University

• Jennifer Cooper, Ball State University