Writing With Voice

Kesler, Ted

doi:10.1002/trtr.01088

Cited by 5 publications

(3 citation statements)

References 5 publications

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“…Based on studies conducted by some researchers, several studies conducted to improve writing skills raised the topics of checklist strategies (Jagaiah, Howard, and Olinghouse, 2019), scaffolding (Cabell, Tortorelli, & Gerde, Matsumura, and Correnti, 2013), feedback (Wang, 2017), interactive (Roth & Dabrowski, 2014), integrative (Yoo, 2017), psychological (Wilson, 2008;Bueno, 2018), dialogic (Kesler, 2012), stories (Barbeiro, 2005), and philosophical (Jordan-Baker, 2015). All writing strategies are raised in order to optimize learning to write.…”

Section: Introductionmentioning

confidence: 99%

Teachers as Psychologist: Experience in Beginner Level of Creative Writing Classes Using Behavior Modification

Ahmadi

2019

IJLTER

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This article is a part of an investigative research report on students' behavior towards creative writing using a psychological approach. This research was carried out for one semester (4 months). This study aims to explore experiences in beginner level creative writing classes. As we all know, there have been many studies on creative writing, but only a few which discussed creative writing using psychological approaches. This research focused on problems in learning to write creatively and behavior modification practices in creative writing using a behavioral psychology approach. The method used was qualitative involving 81 participants from the Indonesian Language and Literature Department, Universitas Negeri Surabaya, East Java, Indonesia. Interviews and questionnaires were used as data collection techniques. The questionnaire is used to capture the difficulties of participants in creative writing. Meanwhile, the interview is used to capture the difficulties experienced by students in creative writing. Interviews are conducted with reflective and flexible techniques. The research findings show that (1) 70 participants answered that the difficulty in creative writing mostly occurred due to psychological problems; and (2) 51 participants answered that their weakness in creative writing mostly because they are lack of talent.. Other findings indicate that students are very enthusiastic about learning creative writing using psychological approaches because this approach is more mental.

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Section: Introductionmentioning

confidence: 99%

Teachers as Psychologist: Experience in Beginner Level of Creative Writing Classes Using Behavior Modification

Ahmadi

2019

IJLTER

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“…By the same token, as Kesler () explained, my sixth graders forged their voices not on their own but through the discourse community that had come to life in our classroom over the course of the simulation. When addressing potential rivals and allies, students adopted a range of voices, and although not entirely agreeable, likeable, or appropriate for scientific discourse, these personae did serve to heighten their authorial presence in their texts.…”

Section: Closing Thoughtsmentioning

confidence: 94%

“…In this mode of writing, I reasoned, students would be more likely to project themselves as forceful thinkers and confident knowers. Having been greatly persuaded by Bakhtin's () and Kesler's () accounts of voice as “dialogic” (born in conversation with others), I also viewed argumentation itself as the most likely medium for voiced writing. Finally, by engaging students in a lively exchange of ideas through oral and written arguments featuring science content, I was also able to redress the following shortcomings of previous instruction that had likely diminished students' voices.…”

Section: Background On the Study: Promoting Voiced Expository Writingmentioning

confidence: 99%

Writing “Voiced” Arguments About Science Topics

Monahan¹

2013

J Adolescent & Adult Lit

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This teacher‐research study responds to the Common Core State Standards (CCSS) call for an integrated model of literacy that simultaneously builds deep content knowledge and develops students' proficiency in writing arguments in science. The author notes that while argument is a cornerstone of the CCSS writing standards, little attention is paid to the issue of “voice.” Asserting that voice is often what makes arguments compelling, the author urges teachers to engage students in the formal study of “voice” while teaching opinion/argumentative writing. The author describes a “science sleuth” simulation unit she implemented to help students perform the production strategies necessary for composing “voiced” scientific arguments. Using grounded theory methodology, the author presents student writing samples to spotlight the challenges, benefits and potential pitfalls of encouraging sixth graders to write scientific arguments with voice—authority, conviction, commitment, and a command of the subject matter.

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“Does it have to be a real story?” A social semiotic assessment of an emergent writer

Kesler

2020

Language and Education

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Writing With Voice

Cited by 5 publications

References 5 publications

Teachers as Psychologist: Experience in Beginner Level of Creative Writing Classes Using Behavior Modification

Teachers as Psychologist: Experience in Beginner Level of Creative Writing Classes Using Behavior Modification

Writing “Voiced” Arguments About Science Topics

“Does it have to be a real story?” A social semiotic assessment of an emergent writer

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