An Analysis of Writing Activities

Written Communication Jul 1987

LINDA-JO CAPLE DeGROFF ; DONALD J. LEU

Abstract

This study examined three recent language arts textbook programs to determine the frequency of writing activities, the nature of writing tasks, and the frequency of process-approach activities such as selecting topics, prewriting, sharing, revising, and publishing. Results indicate that elementary school students receive in the central part of the lessons in their language arts textbooks opportunities to write an averange of approximately one piece of extended writing per week. Typically, the topic of the piece is selected by the text rather than the student; there is no prewriting activity; the piece is not shared with a teacher or peers; revision, which is seldom suggested, focuses on editing surface features, not content; and students' products are not published. Recommendations for improvements in writing activities are considered.

Journal: Written Communication
Published: 1987-07-01
DOI: 10.1177/0741088387004003002
Open Access: Closed
Topics: revision

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Cited by in this index (0)

No articles in this index cite this work.

Cites in this index (4)

Dyson (1984)

Learning to Write/Learning to Do School: Emergent Writers’ Interpretations of S…

Research in the Teaching of English
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Research in the Teaching of English
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Research in the Teaching of English
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An Examination of the Writing Processes of Seven Year Old Children

Research in the Teaching of English

Also cites 4 works outside this index ↓

Barrs, M. (1983)

10.58680/la198326351

Language Arts ↗
10.1086/461440

↗
Macrorie, K.

Telling writing

↗
Mosenthal, P. (1985)

10.1086/461425

Elementary School Journal ↗

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