The Impact of Daily Process Writing with Emergin Writers
Graduation Date
Spring 1998
Document Type
Master's Thesis
Document Form
Degree Name
Master of Science
Program Name
Education
Abstract
The premise of this paper is that children learn to write by writing. This study examines the impact on writing development when students are allowed to write on a daily basis with teacher support and lessons created to meet the needs of the learners. The progress of the writing population is examined against a population of students who do not utilize all the stages of the writing process or practice daily. The results suggest that consistent modeling is necessary for students to internalize some of the strategies effective writers use.
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