The purpose of this case study research was to explore the ways that four third grade students engaged with model texts in their regular writing workshop classroom and the implications for classroom instruction. This research was grounded in writing process pedagogy and sociocultural theory focused on the concepts of mediated action and dialogicity, as well as issues of identity, agency, and power. The four focal students included two boys and two girls in the same third grade classroom in Brooklyn, New York.
Data were collected across the first 12 weeks of the school year, with an emphasis on the first 8 weeks from mid-September to mid-November. Data collection methods included: participant observation, a series of in-depth interviews, and document analysis.
The findings of the case study of the classroom and four focal students, Sasha, Layla, Ryan, and Miguel, span across the first three units of study in the writing workshop. The study of the four focal students challenges the definition of model texts and the standard protocols for studying model texts in writing workshop classrooms. Further, the work of the focal students illustrates the way the students appropriated models in a variety of ways that invited their participation and shaped their identities as writers. Specifically, the students appropriated models from their independent reading and from popular culture texts, from demonstration lessons in which they appropriated strategies and language for talking about texts and writing, and from an explicit model text study in which they appropriated the process of studying a text. In sum, studying the focal students’ appropriation of model texts within the writing workshop context revealed both implicit and explicit text appropriation.
|Advisor:||Calkins, Lucy M.|
|Commitee:||Heubert, Jay, Martinez-Roldan, Carmen, Siegel, Marjorie|
|School:||Teachers College, Columbia University|
|Department:||Curriculum and Teaching|
|School Location:||United States -- New York|
|Source:||DAI-A 74/04(E), Dissertation Abstracts International|
|Keywords:||Literacy, Model texts, Workshop, Writing|
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