Aiming for Authenticity: Successes and Struggles of an Attempt to Increase Authenticity in Writing

Abstract

AbstractThe author analyzed an attempt to increase authenticity of writing in a middle school English language arts classroom. Drawing on a grounded theory of authenticity developed based on stated needs of a diverse group of students, the author and classroom teacher designed curriculum that sought to help students choose a valued topic, emphasize meaning making while developing writing skills and strategies, and have an impact on an audience. Students were also provided with opportunities to share in‐process and final work with others. Curricular attempts to enact these proposed factors of authentic writing in a personal narrative project are detailed, along with successes and struggles with implementing each factor. Findings highlight the importance of students writing for an actual, intended audience instead of an imagined one. Additionally, the author discusses how social justice education may provide a unifying curricular framework that strengthens students’ sense of audience and purpose.