Campus Location

Abilene Campus

Date of Award

Spring 5-6-2022

Document Type

Manuscript

Department

Teacher Education

Degree Name

Master of Education in Teaching and Learning

First Advisor

Jennifer Rogers

Second Advisor

Andrew Huddleston

Abstract

This study examined how students perceived themselves as writers and what happened when writer’s workshop was implemented into a third-grade classroom. The researcher collected data through pre- and post-perception surveys, observations, artifacts, and student interviews. Findings showed that self-confidence played a role in how students perceive themselves as writers. An array of emotions was observed during the implementation process and the emotions impacted the students and their desire to write. Mentor texts, share time, graphic organizers, instrumental music, and choice were utilized during the writer's workshop to promote engagement in writing. Students verbalized how these practices assisted them in all aspects of writing, including brainstorming and grammar. Many students expressed how foundational writing skills directly impacted their perception of themselves as writers. However, when given more opportunities to write, the students began to take more ownership and pride in their writing while putting less stress on being grammatically correct.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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