Process Writing in the Classrooms of Eleven Fifth-Grade Teachers with Different Orientations to Teaching and Learning

Abstract

In this study we examined process approaches to writing in the classrooms of 11 teachers with 4 orientations to teaching and learning. Using observational and interview data, student work samples, and classroom artifacts, 11 case composites were generated of fifth-grade teachers who used process writing approaches and were members of 4 belief clusters. Cross-case analysis was conducted using 6 dimensions of writing instruction. All teachers engaged students in the recursive steps of process writing, but there was significant variability in other aspects of their writing programs. Epistemological beliefs about teaching and learning were highly predictive of the type of writing instruction, but these were mediated by experience and context. Of the 11 teachers, 6 took a procedural approach to the teaching of writing, and the other 5 used a workshop approach. None of the 6 "procedural" teachers used peer conferencing, and even teacher-directed writing conferences were peripheral to the writing programs of 4 of these 6 teachers. In contrast, 4 of the 5 workshop teachers used both teacher-led and peer conferences as a central part of their writing programs. These conferences were also different. Whereas 5 of the 6 procedural teachers focused almost exclusively on mechanics, all 5 of the other teachers focused their conference talk on effective writing-selecting appropriate words, writing effective leads, and so on. Other aspects of the writing programs varied as well. The amount and duration of sustained writing time, student control over ideas, and ownership of the editorial process differed across the 11 classrooms.