Influences on Writing Development

Mavrogenes, Nancy A.; Bezruczko, Nikolaus

doi:10.1080/00220671.1993.9941835

Cited by 15 publications

(9 citation statements)

References 2 publications

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“…These variables included poverty as represented by whether students did or did not receive free/reduced lunch, student's first language (English or another language) and disability status (students were identified as disabled or not). All three of these factors are related to how well students' write (Lee, ; e.g., Graham, Collins, & Rigby‐Wills, ; Mavrogenes & Bezruczko, ). Controlling for gender, free/reduced lunch status, first language, disability status and reading motivational beliefs allowed us to conduct a stringent test of whether writing motivational beliefs predict writing performance.…”

Section: The Current Studymentioning

confidence: 99%

Do writing motivational beliefs predict middle school students' writing performance?

Graham

Daley

Aitken

et al. 2018

Journal Research in Reading

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Individual differences in motivational beliefs, such as writing efficacy and attitudes toward writing in different contexts (academic, recreational, print or digital), are hypothesised to account for variability in writing performance. This study tested this proposition with 185 middle school students (58% were male), examining if writing self‐efficacy and attitudes toward writing made a statistically significant and unique contribution to predicting performance on a norm‐referenced writing measure, after variance related to gender, free/reduced lunch status, student's first language, disability status, reading self‐efficacy and attitudes toward reading were first controlled. Collectively, writing attitudes and self‐efficacy accounted for statistically significant and unique variance in writing scores after the other variables were controlled, providing support for the theoretical proposition that writing motivational beliefs are important ingredients in middle school students' writing.

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Section: The Current Studymentioning

confidence: 99%

Do writing motivational beliefs predict middle school students' writing performance?

Graham

Daley

Aitken

et al. 2018

Journal Research in Reading

View full text Add to dashboard Cite

show abstract

“…Fitzgerald and Teasley (1986) found that instruction on narrative structure improved the overall quality and organization of children's writing but had no impact on creativity (defined as uniqueness, idea production, language use, and originality, features that indicate strong authorial voice). In fact, many teachers believe that creativity in writing cannot be taught; perhaps as a result, writing instruction tends to focus on mechanics rather than content or creativity (Ellis, 2003;Mavrogenes & Bezruczko, 1993, 1994. Clearly, despite the fact that it is a trademark characteristic of good writing, authorial voice is seriously neglected in our current educational system.…”

Section: Theory and Research On The Development Of Authorial Voicementioning

confidence: 95%

“Im Gonna Tell You All About It”: Authorial Voice and Conventional Skills in Writing Assessment and Educational Practice

Humphrey

Walton

Davidson

2013

The Journal of Educational Research

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“…Children from all social levels fortunate enough to live within the context of high expectations, motivation and family support will continue to out-perform the statistical norms. To give just one recent example of this phenomenon (Mavrogenes & Bezruczko, 1993), a questionnaire-based study of the writing performance of low income primary children in Chicago Public Schools found that writing ability was (once again) 'consistently and significantly correlated' with a number of factors: 'teacher and student expectations, maturity, motivation, self-confidence, and behaviour' (p. 244).…”

Section: Text Generationmentioning

confidence: 97%

’Almost an Invincible Repugnance'?: word processors and pupil writers

Peacock

Beard

1997

Educational Review

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This paper discusses the influences of the use of word processors on pupils' writing in the secondary school age range (11)(12)(13)(14)(15)(16)(17)(18). Earlier optimistically deterministic assumptions are examined alongside successive research findings which suggest that any such optimism is in many ways misplaced. The pattern of findings is discussed in relation to different aspects of the writing process: text revision, text generation and the quality of writing. Some explanations of 'unfulfilled promise' are offered. Possibilities for more pragmatic theories are outlined and one enabling function of word processors is explored, which allows pupils to engage with and to model structural features of sophisticated texts. Such engagement may illustrate how word processors can more effectively help pupils tackle complex writing tasks in a manageable way. It is suggested that one of the more far-reaching influences emerging from increased use of word processors by pupils may be a shift in the connotations of 'writing'.

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Influences on Writing Development

Cited by 15 publications

References 2 publications

Do writing motivational beliefs predict middle school students' writing performance?

Do writing motivational beliefs predict middle school students' writing performance?

“Im Gonna Tell You All About It”: Authorial Voice and Conventional Skills in Writing Assessment and Educational Practice

’Almost an Invincible Repugnance'?: word processors and pupil writers

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