Major findings:
1. (83) Able student writers do little formal planning (like a formal outline) before planning.
2. (88) The students she interviewed and observed had very similar writing experiences
a. Emphasis on correct grammar and spelling
b. Little to no creative composition
i. Chris says- This traditional approach again seems to disengage the writer/ learner from his own voice.
ii. (89) “At no time does any of the students ask aloud any variants of the questions: “Is this subject important to me?” “Do I care about writing about it?”
3. (91) Extensive writing is the main school sponsored writing mode.
a. Has a longer prewriting period
b. Takes the form of prose
c. Adults are the chief audience
4. For self- sponsored writing, peers are the most important audience.
a. (92) This self sponsored writing demonstrates that the students interact with a wide array of subjects and are more likely to write about “self” and “human relations.”
5. (95) Writing is influenced by the academic/ curricular grammar training. (Chris calls this the censor).
6. The student writing was evaluated more by grammatical “accidents” rather than sophistication of discourse.
a. (99) She quotes David Holbrook: “Children become so terrified of putting down a word misspelled, particularly an unfamiliar word, that they don’t put down any at all.”
7. (97) “…School sponsored writing…is a limited, and limiting, experience.” It is “other” centered- teacher/ critic.
8. (98) She contends that sec. ed. Teachers simply don’t write, and as a result, they “Underconceptualize and oversimplify the process of composing.” Planning = Outlining, Reformulating=correction
1. (83) Able student writers do little formal planning (like a formal outline) before planning.
2. (88) The students she interviewed and observed had very similar writing experiences
a. Emphasis on correct grammar and spelling
b. Little to no creative composition
i. Chris says- This traditional approach again seems to disengage the writer/ learner from his own voice.
ii. (89) “At no time does any of the students ask aloud any variants of the questions: “Is this subject important to me?” “Do I care about writing about it?”
3. (91) Extensive writing is the main school sponsored writing mode.
a. Has a longer prewriting period
b. Takes the form of prose
c. Adults are the chief audience
4. For self- sponsored writing, peers are the most important audience.
a. (92) This self sponsored writing demonstrates that the students interact with a wide array of subjects and are more likely to write about “self” and “human relations.”
5. (95) Writing is influenced by the academic/ curricular grammar training. (Chris calls this the censor).
6. The student writing was evaluated more by grammatical “accidents” rather than sophistication of discourse.
a. (99) She quotes David Holbrook: “Children become so terrified of putting down a word misspelled, particularly an unfamiliar word, that they don’t put down any at all.”
7. (97) “…School sponsored writing…is a limited, and limiting, experience.” It is “other” centered- teacher/ critic.
8. (98) She contends that sec. ed. Teachers simply don’t write, and as a result, they “Underconceptualize and oversimplify the process of composing.” Planning = Outlining, Reformulating=correction