The Effects Of Intergrating Writing Into The Writing Process

2857 words, 12 pages

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However, Graves (1983) describes drawing as an important component in children’s writing development. Lucy Calkins (1989) also remarks:
“The act of drawing and illustration itself provide a supporting scheme inside
which writing can be built.” (p.66)
In addition, the only art media available on their desks were the basic eight crayons. This didn’t allow for much creativity or expression in their drawing. I found their drawing to be simple and very small.
Although my school doesn’t have a prescribed way of teaching writing, I’ve taught writing using the knowledge I had from books or few workshops that I attended. Many workshops stressed the use of graphic organizers as a prewriting strategy. I’ve modeled using various graphic organizers but even with the use of these organizers I’ve had many students express their frustration. I noticed some children struggle to get ideas to begin writing. Often I heard students say, “I don’t know what to write.” or “I hate writing”. This is not to say that children “hate” writing. On the contrary, Graves (1983) affirms the importance of children’s desire to write when he insisted,
“Children want to write. They want to write the first day they attend school. This
is no accident. Before they went to school they marked up wall, pavement,
newspaper with crayons, chalk, pens, or pencils…anything that makes a mark.”
(p. 21)
Therefore, these levels of expressed frustration urged me to change my classroom into a more developmentally appropriate classroom. I combined both art and writing by creating a Writing/Illustration Center since I didn’t have an art center. This center would make writing and art materials more available to them. I incorporated various art media. I also allowed my students the freedom to draw or create prior to writing.
Therefore, this study attempted to answer the following questions: When writing is combined with art, would writing be improved? View More »

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