A Balance of Freedom and Structure: Creating Authentic Writing Systems in Middle School Classrooms Público
Behizadeh, Nadia (2011)
Published
Abstract
Abstract
A Balance of Freedom and Structure:
Creating Authentic Writing Systems in Middle School
Classrooms
Authentic writing in school occurs when students feel that writing
tasks are connected to
the "real" world outside of school. Yet narrow conceptions of
authenticity and a lack of student
perspectives on authentic writing are significant challenges for
U.S. public school teachers
seeking to implement authentic writing tasks. In order to support
educators in providing
authentic writing instruction, this mixed methods study sought to
understand what classroom
factors increase writing authenticity for eighth grade students, as
well as to analyze the process
through which teachers can create authentic and standards-aligned
curriculum. Cultural-historical
activity theory (CHAT) was used as a theoretical framework to
examine possible "third spaces"
where students' and teachers' perceptions of authentic writing
overlapped and the contradictions
that existed between what students need and what teachers are
required to teach. In addition,
funds of knowledge guided this study as a conceptual
framework.
After interviewing ( N = 22) and surveying ( N = 147)
a diverse body of eighth grade
students over two years, one classroom teacher and I
collaboratively designed and implemented
curriculum which attempted to meet the requirements of authentic
writing as expressed by the
students. Results of this study indicate the need for structuring
choice of topics, balancing
freedom and structure in the writing process, developing a
community of writers, and writing to
impact the intended audience. Another key finding is that
authenticity varies by student, although
certain subgroups (gender, ethnicity, English language level) may
share certain needs for
authentic writing. In addition, a new theory of authenticity as
"integrated relevance" is proposed,
and a scale for measuring integrated relevance is validated through
confirmatory factor analysis.
This research provides teachers, administrators, researchers, and
policymakers a deeper
theoretical understanding of authenticity in writing and
suggestions for how to create authentic
learning environments for writing.
Table of Contents
Table of Contents
Chapter 1: Why Authenticity Matters: Statement of the Problem
1
Purpose of the Study and Research Questions
2
Significance
3
Definition of Terms
5
Theoretical Framework
6
Conceptual Framework
7
Chapter 2: Review of the Literature
9
Search Criteria and Methods
9
Theoretical Research on Authenticity
10
Authentic (and Inauthentic) Writing in English Classes: Empirical
Examples 22
Conclusion from Literature Review
28
Chapter 3: Methods
30
Research Design
30
Setting
30
Participants
31
Students
31
Collaborating Teachers
32
Researcher Positionality
35
Data Collection
36
Instruments
38
Data Analysis
40
Delimitations and Limitations
42
Chapter 4: Contextual Findings
45
Focal Students
45
Classrooms Year 1
48
Classroom Year 2
57
Major Writing Tasks
70
Chapter 5: An Authentic Topic: Structured Choice of a Valued
Topic
74
Choice of Topic
74
Valued Topic
77
Personal Interests
78
People You Love and Role Models
80
Interesting and Useful Topics
82
Global Import
84
Conclusion for Structured Choice of a Valued Topic
88
Chapter 6: An Authentic Process for Writing: A Balance of Freedom
and Structure
90
Formatting Meaning: Pros and Cons of Structured Writing
90
Time and Typing
98
A Balance of Mechanics and Expression
99
Reading Good Writing
105
Increasing Authenticity Through Fun: Moving Beyond the
Textbook
106
Disconnect Between Home and School Purposes for Writing
112
Conclusion on a Balance of Freedom and Structure
117
Chapter 7: Developing a Community of Writers: Increasing
Authenticity Through Writing
119
with Others
Conclusion on Developing a Community of Writers
126
Chapter 8: An Authentic Outcome: Writing for Impact
128
Impact: Know Who You Are
128
Impact: Entertain
130
Impact: Show How Hard You Work
131
Impact; Helping Others, Changing Opinions, Changing the World
131
Publishing
135
Art as an Authentic Outcome
138
Conclusion on Writing for Impact
140
Chapter 9: Fiction, Fantasy, and Poetry: Writing in Different
Genres
142
Chapter 10: Authenticity Varies by Student
144
Class Level and English Language Level Differences in Perceived
Authenticity
145
Gender Differences in Perceived Authenticity
146
Cultural Differences in Perceived Authenticity
147
Factor Analysis of the Perceived Authenticity of Writing
Scale
149
Conclusion on Authenticity Varies by Student
151
Chapter 11: What Does Authentic Writing Look Like? Implementation
and Evaluation
154
Plans for Implementation
155
Actual Implementation and Evaluation
158
Facilitating Choice of a Valued Topic
159
Finding a Balance of Freedom and Structure
163
Fostering a Community of Writers
173
Writing for Impact
181
Conclusion: Did the Implementation Work?
185
Chapter 12: Discussion and Implications
188
References
193
Figure 1: Authentic Writing System in a Classroom
205
Figure 2: Confirmatory Factor Analysis Output
206
Appendix A: Demographic Questions for Initial Survey
207
Appendix B: Perceived Authenticity of Writing Scale from Year
1
208
Appendix C: Extracted Factors from Exploratory Factor
Analysis
209
Appendix D: Perceived Authenticity of Writing Scale
(Expanded)
210
Appendix E: Perceived Authenticity of Writing Scale (Expanded) by
Theme
212
Appendix F: Student Interview Guides
213
Appendix G: Teacher Interview Guides
214
Appendix H: Methods Matrix
215
Appendix I: Parental Consent Form
216
Appendix J: Student Assent Form
218
Appendix K: Teacher Consent Form
220
Appendix L: "Your Story" Handout
222
Appendix M: Student Interview Themes by Student
224
Appendix N: Codes from Student Survey after Compare and Contrast
Essay
226
Appendix O: Story Scene Investigation
227
Appendix P: Presentation Menu
228
Appendix Q: Dialogue Mini-Lesson
230
Appendix R: Peer Editing Checklist
233
Appendix S: Codes from Student Survey after Implementation
234
Appendix T: Student Evaluation of Implementation from Final
Survey
235
Appendix U: Brainstorming for Personal Narrative
237
Appendix V: Extracted Factors from Confirmatory Factor
Analysis
238
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