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LIT102-Child Case Study on The Process of Writing

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Antigua State College Teacher Training
Department
JTBE/LIT 102: Promoting Writing in the
Primary Grades
Assignment: Case Study of a child as a Writer
ID Number: 2018004 and 2018016
Lecturer Name: Mrs. P. Spencer
Due Date: December 10th 2019
Introduction
According to Comparative Media Studies, “writing is a process that involves at least four
distinct steps: prewriting, drafting, revising and editing. It is known as a recursive process.” This
study is an observation of a child going through the writing process. The student’s stage, process
and traits will be highlighted. Warrican J. (2012) classifies writers into different stages; firstly,
stage one which is the prewriting stage, where writers use their knowledge about the topic and
reading to start writing. Their writing is cued by previous reading or writing experiences and in
this stage, writers gather and organize ideas. In the second stage, writers use spelling and writing
strategies to create meaning. The third stage is called the revising stage; this is where the writer
clarifies and refines ideas. The fourth stage, writers are editing their pieces and reviewing
paragraphs and sentence structure. In the final stage, writers will be publishing along with having
the excitement to write again.
In this child study, we will observe, interview our child along with helping our her to go
through the writing process.
The child as a Writer
We began our observation and interview with the child because we wanted to determine what
the child is like as a writer. This was done to identify how she felt about writing and herself as a
writer. From the interview, we discovered that she loves to write, in addition to writing at school,
she writes at home, short stories such as fairytales, letters to her friends and topics that she would
have done in class. The child found writing to be useful such as writing invitations to her
birthday parties; additionally, she makes the grocery shopping list, records messages at home and
also she writes to her mother to seek permission to do something or go somewhere along with
leaving messages of love for her parents. In essence it can be said that writing for her is a means
of communication due to her being shy.
After the interview, the student wrote a piece that was familiar to her, “How to make
Lemonade.” The piece indicated that the student did not spend time developing her ideas but
went straight into completing and publishing her piece. This is due to the child not going through
the writing process which is pre-writing, drafting, revising or editing what she wrote. Due to the
topic being familiar, the organization of the writing process was not a challenge for her.
During the next visit with the child we took her out of her comfort zone by allowing her to
write a piece that was unfamiliar to her which will be more challenging. This was done to allow
her to go through the writing process and also to have an understanding of why she had to do the
process. The student was told that good writers know that writing is a process and it may take
many steps to get to the publishing stage. In this phase, the child was informed of the writing
process beginning with the prewriting stage. With the new unfamiliar topic that is still process
writing, “How to construct a model of a Solar System”, the child was informed to gather her
ideas by creating a list which she recorded her ideas she would need to construct her piece. She
was told that this process is important for her to develop her paragraphs. After the prewriting
stage was completed, the child used her points to write her first draft. In this draft, the child put
her ideas into a sketch of what she wanted in her piece. After her draft was completed the
student, read over what she wrote to identify where she can develop her ideas, this was done
through editing by adding and removing points. While revising, the student wrote over her piece
multiple times, although frustrated, the student was told that this all a part of the writing process.
While drafting, the student was encouraged to use technical teams related to the topic along with
transitional words. The student wrote another piece where she included the tips that she was
given, once she completed her piece she went through the editing process, she read over multiple
times where she was able to recognize some errors that she made and corrected them. After
editing was completed, the student wrote over her piece where she indicated that it was her final
product which she shared with us.
Although the child shared what she considered to be her final piece, it is to be noted that she
will not be able to complete the writing process during this study. It is our hope that she uses the
writing process that was discussed to improve her writing in the future.
Interview Questions
1. How do you feel about writing?
2. What do you like to write about?
3. Does you teacher let you write about your interests (like)?
4. Do you put down your ideas on the topic before you start to write?
5. What type of book do you like to read?
6. Can you tell me about the book that you read last?
Reference Page
Resources for Writers: The Writing Process – MIT Comparative Media Studies/Writing
Retrieved from:
https://cmsw.mit.edu/writing-and-communication-center/resources/writers/writingprocess/
Warrican S.J. (2012). The Complete Caribbean Teacher Literacy. England: Pearson Education
Limited
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