Abstract
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.
Original language | American English |
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Journal | Default journal |
State | Published - Jan 1 2014 |
Keywords
- Autobiography, Elementary literacy, Teacher education, Writer identity, Writing community, Writing environment, Writing workshop
Disciplines
- Education
- Teacher Education and Professional Development