Beruflich Dokumente
Kultur Dokumente
EDRE 4860
Annotated Bibliography
Question: What creative ways can students publish their work to keep them
motivated throughout the writing process? What are the positive effects of
creative publishing strategies?
This article describes a school-based publishing program called Panther Paw Press
that was created by teachers, parents, students, and through the support of parents. As
part of the publishing stage of the writing process, teachers submit students work for
submission. Students are then able to see their work published in a hardcover book that
they illustrated themselves. This is a great motivation for our young writers as they see
themselves as true authors going through the writing cycle. According to Chihak (1999),
Panther Paw Press provides a formal publishing experience that produces a quality
book that our authors can confidently share with their community: The thrill authors
experience as they present their work to others encourages them to continue writing
Group writing and publishing: Building community in a secon. (1993). Language Arts,
70(6), 494.
This article talks about a teacher who builds community through group writing and
publishing. As students are brainstorming for topics to write about, they form groups
based on similar interests. For instance, if a couple of students share a similar interest,
then they form a group. These students write independently, however go through the
writing process as a team. In the publishing stage, the group meets to proofread their
writing. The group also decides who will illustrate the front cover of their book or
whether they will all contribute to the front cover. At the end of the process, each
student is given a copy of their individual writing so they can take it home and one is
printed of the entire group. This publishing method is motivating for students because
they are in a group that share their same interests. Furthermore, students want to
publish a book that they are proud of and consequently encourage each other along the
way to reach their goal. According to Angeletti (1993), The community of writers that
develops is supportive and nurturing and transforms the teachers jobs into a real
pleasure. Individuals in the class benefit, regardless of ability, because all students are
encouraged to develop at their own level and their own pace (p. 499).
In this article, author Kimberly Lenters challenges the use and approach that teachers
take to publishing students work. While the publishing stage during writers workshop is
a practice that has been used in classrooms for over three decades, it is not always
beneficial to all students especially if the manner in which students reach the publication
stage is not done properly. The drafting and revising stages of the writing process are
particularly in a time where accountability is highly emphasized. In the article, the author
also focuses on three students, Sara, Ally and Nigel. Sara and Nigel are hesitant to
publish their work and not too excited as they are unsure if their peers will be accepting
of their writing. Moreover, they feel that sometimes it is difficult to share personal stories
with the rest of the class because it is too private. Therefore, while the publishing stage
can be a driving force for students as they work through the writing stage, educators
must make a constant effort to create an environment where students feel comfortable
enough to share their writing. According to Lenters (2012), The question that must
inform all practices localized in the classroom writers workshop is one of how we might
create flexible procedures and safe spaces for all students to publish their work, so that
all young writers may experience its potential benefits (p. 149).
Sally Smollar is an elementary school librarian and in her article, she shares a variety of
digital tools that she has used in lessons that motivate students as they write. When
students have the opportunity to share their writing on the web, they become very
excited because they can be creative in how they produce their writing. According to
Smollar (2016), When stories are shared via online publishing platforms, students are
excited about their own creativity and collaboration and feel pride in their work (p.38).
One of those digital tools that she shared and has used is called StoryKit. StoryKit is
an application that allows students to use text, audio, and photos to create different
stories.
Stephens, L. C., & Mandeville, T. (2000). Wired and inspired: Publishing student writing
on the world wide web. Voices from the Middle, 8(1), 35-41.
This article talks about the impact that publishing student writing on the web has. By
publishing their writing on the world wide web, students can reach a more global
audience. Readers can also interact with the writer easily. The article also lists several
websites where students can publish their work. It includes the title and description of
the website. Authors Mandeville and Stephens (2000) state that, The value of using
computers to write and publish is supported by the research that identifies level of skills
and ability, cognitive development, and emotional needs of middle school writers.
In chapter one, Tompkins shares a variety of ways that teachers can keep students
motivated during the writing process by creating unique ways for them to publish their
writing. For instance, students can publish their final drafts by creating small booklets
using construction paper. This method is effective because students can identify
to improve their writing because they know theyll share it with a real audience (p. 15).
When there is an authentic purpose for writing, students will naturally be more engaged
and inspired to write. However, when the only purpose is to write a complete draft on
various structural elements and devices that make up narrative writing including plot,
setting, characters, theme, and point of view. A specific section of the chapter talks
about the ways educators can incorporate technology when teaching narrative writing
that will enhance student engagement and motivation. For instance, students may use
and create digital movies to publish stories they have written. Videos are usually two to
five minutes and include the narrated text with photos, video clips, and music. Sylvester
& Greenidge (2009) explain that, Digital storytelling boosts students motivation, fosters
a new appreciation for the power of stories, and helps them develop their own voice
(Tompkins, p. 195).
Tompkins, G. E. (2012). Chapter 10. In Teaching writing: balancing process and product
In chapter ten, Tompkins introduces biographical writing. Tompkins shares that students
find pleasure in discovering and learning new information about well known people,
including celebrities and historical figures. Similarly, students enjoy sharing information
about themselves, such as important life events, with their peers. Students share these
meaningful events through the use of autobiographies. There are a variety of ways that
students may publish their writing through biographies and autobiographies. For
instance, students may write all about me books, chapter books about the important
events in their lives, and me quilts. Taylor explains (2002/2003), that this genre
engages students imaginations: When they read biographies, they step into other lives
and different worlds as they learn about people they know from television shows and
movies or men and women who have changed the course of history (p. 230).