ࡱ> oqns~ ^objbj  ̟̟en n 11=D=D=D8uDDDtv-ECE"eEeEEL&L LnLKLLMFN11eEEFNFNFNM1eE^EFNLFNFNzX9h}=DM{(WDȁ0#|lFNP}FN};LLL$+CdCn :    Running Head: MOTIVATING AND ENGAGING Motivating and Engaging Students in writing Carla Moorefield Appalachian State University Background/ Introduction: Teaching writing has been something I have struggled with all year. I would often conduct a mini- lesson and assign my students a writing prompt and send them on their way only to be frustrated by their responses of, is this enough?..... I have three sentences am I done? Or I dont know what to write about? As the teacher I felt like crawling underneath the table and crying. I was asked by the district to teach Write from the Beginning, a writing program that focuses on writing conventions. The problem became even more evident when in September the county writing assessment was given. Students were asked to write about their favorite pet. I walked around the room for 30 minutes and watched my students write. One of my students that I knew could have given me more had drawn a great big bright yellow frowny face on his paper and that was it! I asked him why he didnt write anymore he said because my pet dog ran away. Wow! What an eye opener! He wasnt going to write about this topic because it made him sad. The district mandated this assessment and this was to be part of his grade on his first report card. I wanted to change my students enthusiasm for writing and wanted their writing to change from three sentences with capitals, spaces and periods to a composition that they take pride in with excitement. This is my fifth year of teaching and I believe that reading and writing go hand and hand. I believe that writing is a way for children to express themselves. It is a way for each child to reflect on his or her experience. I believe that in order for children to be good writers they must be exposed to a variety of rich literature. I believe that children learn through hands on experience and discovery learning with the teacher as a guide. I believe that the teacher must differentiate for each student to meet their individual needs. I believe that the teacher must show her students that she is a writer too and that she must model strategies and think aloud lessons for her children daily. With these things in mind I wanted to find out what I could do to motivate my students. I wanted my research to focus on writing instruction involving writing journals and effective teacher modeling appropriate for first graders. I wanted to encourage students to take risk while providing a safe place to write while learning writing conventions. I had seen students who have a language barrier struggle with Write From the Beginning because they are balancing so many things at one time while writing. The diverse population that I teach and the 86% free and reduced lunch rate indicate that these children are not exposed to many things in their everyday life that average middle class students are exposed to. I wanted to provide students with the opportunity to choose what to write about in hopes of opening doors for their writing quality and engagement as opposed to writing prompts. The purpose of this study was to describe the effects of writing journals on first graders and to explore the effects of writing journals on quality writing and student engagement. My research questions were: How do students respond to writing journals and having choice of what to write about? What are effective strategies to engage and motivate students in writing? My interests were spiked by articles from Donald Graves who said students need to write and need to be taught to write (2000). As I read through Chapter 10 in Best Practices in Writing Instruction I found that Promoting motivation to write means reconstructing students attitudes toward writing through activities from which a view of writing as a meaningful activity can emerge. Replacing negative feelings of writing with positive ones (Boscolo & Gelati, 2007). I also identified with another article, The Joy of Writing which focused on high school students who have lost their motivation to write. The author stressed the importance of creating the classroom environment in which students can freely and effectively express themselves through writing. He shows his class examples of his writing and explains they can write too (OHalloran, 2000). I thought about this in my class showing my children that I as the teacher write too could aid in motivating them. Other articles I read focused on composing and implementing strategies that engage students. Some of these included: letting students choose what to write about, connecting writing activities to childrens experiences and interests, writing for audiences through publishing and sharing in the teachers chair (Nauman) These ideas connecting writing After reading another article I thought of several ways to connect to their interests. All of these articles were good and extremely informative but I needed research based articles. I used some from the ASU library. I found two great articles that explained my research project to a tee. One article said children are most motivated when they know they can be successful (Lam & Law 2006). Lam and Law quote Applebee, Langer and Mullis (1987) in saying that students writing competence is associated positively with instruction that focused on problem solving process. The results of Lam and Laws study proved that students were motivated when allowed to write about themselves or understood the purpose for writing. Lam and Law noted that students will be motivated if teachers provide them with challenging tasks, stimulate their curiosity and ensure real- life significance in their assignments (2006). Another research article that I found focused on students in Hong Kong. The group was working with English Language Learners in Hong Kong. The group of students looked at were primary students. The authors of the study wanted to find ways to engage and motivate learners. During this study the teacher allowed her students to write about personal things that they could relate to such as a special gift given to them, a letter, and a description of what they dont like. This type of writing was extremely different from the writing they had been completing. As a result students test scores and word growth increased tremendously. Students saw more opportunities to voice their own opinions (Lo & Hyland 2007). As I reviewed all these articles and research I knew that I wanted to try different strategies to see which one most motivated my students. I also knew that I had to challenge my children while getting their interests. Lam and Law state, Motivational instructional practices increase students motivation which, in turn, enhances their writing performance. (2006). I just had to figure out what instructional practices to use. As my research project began I was also taking a graduate course called Teaching the Language Arts. Some ideas I brought from the class were creating a writing invitation to invite students to write. Others include exposing children to poetry and letting them see their teacher as a writer. I reflected on how to put all of these things together. I wanted my students to have their own journal that they could write in so I began keeping my own. I created a writing cube that invited the students to write. Donald Graves says, A teacher who shows what she is trying to learn through writing isnt afraid to ask children what they are trying to learn through their own writing (Graves 1999). My goal was to be just as excited as them about this writing endeavor and I was ready. At the beginning of March I began showing my children various writing journals such as Junie B. Jones, Diary of a Worm, etc. We brainstormed what a journal or diary is and discussed these. I shared with them my journal. I showed them my lists of likes and dislikes. I showed them the pages were I wrote daily. They were amazed! I sent them back to their seats to create their own like and dislikes list. I wanted them to know that they could write in their journals about whatever they wanted. When they couldnt think of anything else they could refer to their list and go from there. Ralph Fletcher says that writers need a place to experiment a place where they can write for a specific purpose (2001). My journals did just that. Participants Our school is Kindergarten and 1st grade only. Our population is mostly low socio economic families with 86% free and reduced lunch. The majority of our students are ESL or African American. I implemented my methods with my entire class but focused on six students, two low, two high and two average learners according to their reading and writing scores. Methods My research began in March. I completed the action research project for a total of 5 weeks. I decided to focus on a new strategy during each week. I continued the first strategy of implementing the writing journal throughout the entire 5 week process. The research project took place every afternoon from 1:10 until around 1:50. Some days we wrote in the mornings as well as the afternoons. This allowed my students to complete many of the strategies that we were doing. For example, around week 2 some students chose to edit their writing and type their final drafts on the computer in the mornings or during Literacy lab time. During the first week students were given a writing cube along with a composition notebook. Students were so excited and engaged during the first few days of writing in their journals. They were excited that they had been invited to write in their very own diary. One student continued to ask over and over, When can I write in my journal? I began looking at the journal every afternoon. Every afternoon I began to see growth in the number of words written. After a week of journal writing, I found that a lot of boys had become very interested in drawing pictures rather than writing. I had shared with them that this was a place to do anything. I was a little confused because I hadnt set boundaries for the students but at the same time didnt feel that I should have. I took a step back and asked my students to write more than they drew. I also shared with them that their pictures should match their writing. During the second week I implemented the 5 step writing process. In an article written by April Nauman it states that students should follow 5 stages of the writing process of pre-write, draft, revise, edit and publish.(Nauman 2000) I felt that this was extremely important for my children to learn. During this week I talked with them about publishing their writing. I shared with them that not all writing should be published. I modeled the publishing process during the entire week by taking a piece of writing from several weeks before about Valentine Cookies. I modeled with the students how to revise, edit and then publish. At this point in the year my students fully understood pre-write and drafting stages of writing. We had been doing these all year from our writing program Write From the Beginning. During the latter part of the second week and into the third week of action research students were really getting into the publishing process once they saw the first persons completed work. Students really took pride in sharing their works with the entire class. During the third week I began talking and modeling editing partners. I had explained the writing process the week before I explained to students that editing partners were to help you find mistakes or point out good things in your writing. Students were to practice this with a piece of writing from their writing folder that they had completed weeks before or a piece from their writing journals. I paired students according to their levels and abilities. I thought that some children could help others more. I was really happy with the noise that became alive in my classroom. The really began to help one another. During the Fourth week I wanted to focus more on sparkle words and adding details to writing. Previous to the research project I had completed several sparkle word studies. I read the students a book called Hairy, Scary, Ordinary What is an Adjective? We read through the book and wrote down most of the adjectives that caught our attention. I showed the students were adjectives were put in sentences to describe things. Since my students had this as a background I wanted them to use these sparkle words to aid them in adding detail to their writing. I wanted their writing to really describe how they felt. I decided to discuss the 5 senses. We read a book on our five senses. Together we popped popcorn. As a class we listed on chart paper what we heard, felt, smelled, touched and tasted. It was amazing to see the describing words that these children came up with. From this lesson over the entire week I asked students to focus on a moment in time and to use their five senses. I was amazed to see some of their writing. During week five my students completed their poetry projects within their groups. Each morning during the four weeks of my action research I taught, modeled, brainstormed about poetry. We then learned and discussed plants. I taught the students about I poems. Together we created our class I poems about plants. During the third week students were split into four groups and were assigned a plant to research and write about. Students were provided with the research material as well as appropriate scaffolds that had been previously modeled with them. Durign the fifth week of action research students completed their final poems. It was amazing to see their proud faces. They were so excited to see and share with one another how that they had edited words, typed and wrote a poem from the perspective of a plant. One student even shared with me her journal of her own I poem she had created about herself. Data Collection During the entire research process I collected anecdotal records, used checklists, counted words and utilized a survey. I collected data using anecdotal records. Daily I wrote down things that were said or I thought would apply to the project. I used a spiral bound notebook to write down observations that were seen during our time of writing. Later I went back and highlighted the notes according to my research questions. Along with this I used a student checklist two times per week. I would place a check mark beside the students name if he or she was working on the task given and a minus sign if the student was not engaged such as talking, playing or drawing. These were simple easy ways to collect data from my students regarding my research questions of motivation and engagement. I also collected data by counting the words in the students writing assessments and journals. I used this data to see if students were showing growth and were motivated through the entire process. During week five I gave my students the Garfield Writing Survey. I gave the survey to all of my students. However, I only used the answers from the six students that had previously selected in my results. I used certain questions from the survey that matched the specific strategies that I used during the five week process. Data Analysis In order to collect data I used a student checklist. I highlighted the six children on the checklist who were involved in the study. I took the first quarter writing assessments and put the scores (1,2,3 or 4) on the checklist. Next I put scores from the third quarter writing prompt on the checklist as well. From this chart I put the data into a bar graph to determine growth from each of my six students. I used the same student checklist to keep track of word count. Again I highlighted the six names of the students I was focusing on during the study. I counted the words from Quarter 1 writing assessment as well as quarter three and placed it beside of the students name. I took these numbers and placed them into a bar graph to determine growth. The Garfield survey was composed of twenty eight questions. Students could answer the questions using a 1 for I do not like this, 2 for it is ok, 3 for maybe, or 4 for I love this. Again using a student checklist I rated their answers to each question using the 1,2,3, or 4. Once I was done I went back and looked at each question. I took the questions that mostly applied to my research and compiled each number to create percentages. The most important question was about journal writing. I took this information and created a pie graph. I chose six questions that I felt were most related to my action research and placed them onto a bar graph. I felt that this survey was authentic because students were asked 28 questions. Of those 28 I only took information from 6 of them. Results Overall my students showed tremendous growth. I feel that my students grew so much because they were exposed to a variety of different strategies as well as daily teacher modeling and conferencing. Students were taught the steps of the writing process and ways to use and find sparkle words and sentence structure. Most students responded that they love journal writing and their excitement was evident. It was alarming to see that several students were already turned off to writing. My efforts in trying to get them to enjoy and appreciate writing seemed useless. However their writing did improve. I even bought one child a journal with a dirtbike on the front to try and spike his interests. Chart 1 My research questions focused on what were effective strategies for students in writing. I found from 1st quarter to 3rd quarter that each student from my focus group grew. The writing assessments are scored by two teachers on the first grade team and I was pleased to see that each of them jumped at least an entire level in writing. It was evident for me to see their growth through their word knowledge, their sentence structure and in their efforts overall through their journaling.   Chart 1: 1st quarter and 3rd quarter Iredell Statesville Writing Assessments Chart 2: Not only did students show growth from quarter 1 to quarter 3 they grew in the amount of words that they wrote. It was evident to see this growth in several childrens writing journals. From the beginning of the journal to week 5 students pages were full of writing. I did find that some boys tended to want to draw rather than write. Chart 2 shows how the number of words the students wrote in their assessments jumped from quarter 1 to quarter 3. I was extremely proud of Nerijah in her jump from 30 words to almost 70 words in quarter 3. Her sentence structure and vocabulary had greatly increased. Her sentences were not short and patterned. One student, Nyah who entered the class not even being able to write 1 sentence nor 1 word that could be understood showed a great amount of growth. Although her sentences were pattern like she was writing legibly and her sentences were complete thoughts. I was surprised at my higher level student, Julie. Julie stayed about the same from quarter 1 to quarter 3. I feel that the different strategies that were taught as well as the freedom that was allowed seemed frightening to her. Her normal writing procedures were disrupted with invitations, journals and lots of modeling and free writing. I truly think that she wanted to be told what to write about. Jason just like Nyah showed tremendous amount of growth. At the beginning of the year he could only write several words about his dog Otis. During third quarter he showed different, writing 5 sentences. Jason and Nyah are my lowest readers and once again I believe that reading and writing go hand in hand. Students must be able to put and pull this knowledge from their brains onto paper.   Chart 2: 1st quarter and 3rd quarter Iredell Statesville Writing Assessments Word count Chart 3: I used my entire class in the Collection of data referring to my engagement question. The chart clearly shows that students truly loved the journal writing. I feel that most students enjoyed the five step writing process because they were able to publish their writings using the computer. I was surprised that most students did not enjoy partner editing as well as creating poetry. I have more girls in this class and they tend to argue with one another. This could be the cause of the data collected.   Chart 3: Engagement of Students During Different Strategies Used Chart 4: Journal Writing This chart shows how many students loved journal writing. The data collected to create this graph was taken from the Garfield Writing Survey.  74 Chart 5 According to the Garfield Survey it is evident to see that more students liked journal writing or keeping a diary as well as partner editing overall. The most shocking thing that I found on this survey was the number of students that answered they did not like to write. The word none indicates that this amount of students would rather not write at all. This is still alarming to me to see my first graders not like writing so much. I am still trying to find a way to encourage these children to boost their excitement for writing. I was also surprised to see how many students said that they would rather write for homework than read or complete math. My concern is did students think that they could write and draw at home using mostly pictures because they were not at school.   Chart 5: Results of Garfield Survey according to Strategies Used Discussion This research was powerful for me in that I learned different strategies and techniques to help my students in the subject of writing. As a teacher I feel more confident in the way that I teach writing as well as more confident to do away with writing programs that I am told to use in my classroom. I enjoyed digging for strategies to help my students learn. I feel that my passion as well as my excitement was passed along to most of my students in this endeavor. I also know and have time to think of more strategies to implement for the upcoming school year. My students still enjoy journaling and each day I see their writing samples are improving. I learned how important modeling is and how that children have to be taken through the entire process many times before being set free. My focus during this study was more on my students writing about their experiences rather than focusing on conventions. As a result I feel that they let go and most of them wrote from their hearts. Future Direction In the future I will be part of my schools writing committee and look forward to sharing this information with them in hope that we can use a wide range of resources such as Lucy Caulkins, various websites, books and ideas rather than one book, Write From the Beginning. While I feel that writing conventions is important and primarily the focus of Write From the beginning at this age getting thoughts onto paper as well as forming words and sentences is more important than concentrating on whether or not a capital or period is present on a childs paper. I look forward to implementing more strategies as I progress to the end of this school year. My brain has been challenged and now I am evoked to pursue many more topics in all subject areas and questioning why does this work or does it? Who says that we have to use it? I just want to teach my children and ignite a passion for learning. I know that the only way I can do this as an educator is to ask questions and challenge them as learners while learning myself. Resources Aliki, (1989). My five senses. New York, NY: Harper Collins. Ambrosio, A., Coffman, G., Kear, D., & McKenna, M. (2000). Measuring attitude toward writing: A new tool for teachers. The Reading Teacher, 54, 10-23. Cleary, B (2001). Hairy, Scary, Ordinary : What Is an Adjective? (Words Are CATegorical Series) . New York, NY: Harper Collins. Cronin, D. (2003). Diary of a worm. New York , NY: Harper Collins. Park, B. (2003). Junie B. Jones Top-Secret, Personal Beeswax: A Journal by Junie B. (and Me!). Random House. Writing Cube created by Carla Moorefield Composition Notebooks References Ambrosio, A., Coffman, G., Kear, D., & McKenna, M. (2000). Measuring attitude toward writing: A new tool for teachers. The Reading Teacher, 54, 10-23. Boscolo, P. & Gelati, C. (2007). Best Practices in Promotion Motivation for Writing. S. Graham, C. A. MacArthur & J. Fitzgerald (Eds.), Best Practices in Writing Instruction (pp.202-221). New York, NY: The Guilford Press. Fletcher, R. (2001).The Writer's Notebook. National Council of Teachers of English. 6, 2-3. Graves, D. (1993).Children Can Write Authentically If We Help Them. Primary Voices K-6. 1, 2-6. Lam, S., & Law, Y. (2006). The Roles of Instructional Practices and Motivation in Writing Performance. The Journal of Experimental Education. 75, 145-164. Nathan, R. (Ed.)., (1989). A Writing Program: Grades One Through Six. Classroom Strategies that Work. (pp. 13-56). Portsmouth, NH: Heinemann. Lo, J., & Hyland, F. (2007). Enhancing students' engagement and motivation in writing: The case of primary students in Hong Kong. Journal of Second Language Writing. 16, 219-237. Nauman, A. Writing in the Primary Grades: Tapping Young Childrens Enthusiasm to Help Them Become Good Writers. Illinois Reading Council Journal. 25, 16-27. O'Halloran, D. (2000). The Joy of Writing: Creating a Class Culture for Writing. 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