Writer identity and writing workshop: A future teacher and teacher educator critically reflect.
Students currently attending colleges and universities in the United States were in elementary school when writing workshop was first introduced as a teaching method. In this article an undergraduate honors student and a literacy teacher educator critically reflect on the student’s 2nd grade experiences with writing workshop and identify the features of this teaching method that led to her development of a writer’s identity. Through autobiography and retrospective analysis of primary data, they argue that tone, the basic elements of writing workshop of time, choice, and process; a literature-rich environment; and a community focus contributed to the development of a writerly identity.
Equinox Publishing Ltd.
Leung, C. B., & Hicks, J. (2014). Writer identity and writing workshop: A future teacher and teacher educator critically reflect. Special issue: Children’s Writing: Perspectives on Teaching and Learning. Writing & Pedagogy, 6, 583-605. doi:10.1558/wap.v6i3.583
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