Date of Award

8-1983

Document Type

Thesis

Degree Name

Master of Arts in Education

Department

Education

First Advisor

Nancy Polette

Second Advisor

Gene Henderson

Abstract

Three major areas of concern influenced this writer's decision to investigate writing and develop a writing curriculum for fifth grade children based on the use of literary models as springboards for writing .

Recognition of the importance of adequate writing skills in order to participate in various functions of our society provided the first area of concern. The second major concern was related to the apparent difficulties and failures experienced by students in coping with the complexities of the writing process. This concern stemmed from classroom experiences while trying to help children learn writing skills. A third area of concern was the lack of writing curricula and materials which incorporated research recommendations related to objectives, techniques, strategies , information currently known about the composing process, and the relationship between exposure to literature and writing.

An extensive review of the literature related to writing, curriculum development , literary based writing curricula, and the relationship between exposure to literature and writing was conducted. The research indicated that the effectiveness of literary models in improving writing ability is an area in which research has been limited. Often the results from studies conducted have been inconclusive. This writer found three major literature based curricula which had been developed and used extensively . Studies related to the effectiveness of these programs provided encouraging results, especially in the area of syntactic maturity. The review of literature led the writer to conclude that an area of weakness in currently used programs was the lack of intermediate steps and strategies between exposure to the literary model and the writing.

After a study of the literature, the writer attempted to develop a curriculum for fifth grade children which focuses on learning basic language and writing skills through the use of literary models . Research recommended steps related to the writing process were included to provide the needed intermediate steps . Long range goals, intermediate range objectives, and short term objectives were included. Enabling Activities were developed based on the use of a literary selection. Intermediate steps related to the writing process and use of literary models were included . Four appendixes were added which contain student activity sheets, composition rating scales, and a selected bibliography of children's books.

After the curriculum was developed, the writer attempted to read and select children's books to be used to teach the writing skills . The books were selected on the basis that they provided appropriate models to illustrate the type of writing each objective required. Adequate portions of the text from the books were selected to be used as models by students. These portions of texts were specified in the Enabling Activities in the curriculum and were included on each student activity sheet.

The following are the major conclusions of the writer: (1) There is ample evidence from research to support the idea that the relationships between exposure to literature and writing are strong and unquestionable . We have more than enough research to go on, and we can proceed with confidence using the literary models approach to teach writing . (2) A writing curriculum based on research recommendations related to writing and the use of carefully selected literary models could provide help for both students and teachers as they attempt to deal with the complex process of writing. (J) The pressing need in our schools' writing programs is for recommendations gleaned from current research related to the writing process and the approaches which best facilitate writing to be implemented.

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