As a high school English Language Arts teacher and literary magazine staff advisor, I have witnessed a difference in the degree of enthusiasm and engagement with which students approach writing for their classes, and writing for the their own purposes. Typically, students are more authentically engaged in their self-initiated writing. This study uses a grounded theory approach to explore how and why avid young writers write to discover ways in which classroom writing programs can be made more authentic. Through interviews with five young writers who were actively writing outside of school, I was able to discover key findings about the identities and practices of these young writers and the implications of these findings for the teaching of writing in high school English Language Arts classes. / February 2017
| Identifer | oai:union.ndltd.org:MANITOBA/oai:mspace.lib.umanitoba.ca:1993/32030 |
| Date | 13 January 2017 |
| Creators | Oresnik, Catherine |
| Contributors | Honeyford, Michelle (Curriculum, Teaching and Learning), Serebrin, Wayne (Curriculum, Teaching and Learning) Enns, Charlotte (Educational Administration, Foundations and Psychology) |
| Source Sets | University of Manitoba Canada |
| Detected Language | English |
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