Writer identity and writing workshop: A future teacher and teacher educator critically reflect.

Cynthia B. Leung, Jacky Hicks

Research output: Contribution to journalArticlepeer-review

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 languageAmerican English
JournalDefault journal
StatePublished - Jan 1 2014

Keywords

  • Autobiography, Elementary literacy, Teacher education, Writer identity, Writing community, Writing environment, Writing workshop

Disciplines

  • Education
  • Teacher Education and Professional Development

Cite this