Date of Award
1988
Degree Name
M.S. in Education
Abstract
A group of teachers was asked the question "Why do people write?" There was a long pause, and the question was rephrased: "What do you write?" With this, a few tentative responses began with "I write letters," "I make lists for grocery shopping and things to do," and "I keep a diary." These triggered further examples: writing thank-you notes, invitations, messages, filling out forms, journals and for pleasure. When asked "Why do you write in your capacity as teachers?," the response came quickly: "to produce lesson plans, " "reports for the principal," "making out tests and experience charts" (Holdzum, Reed and Porter, 1986, p. 3). These writing tasks answered a number of needs or purposes. Some writing tasks are undertaken for pleasure; some to communicate information. Some of the writing activities served as memory-jogs or ways of organizing apparently unrelated information into a coherent whole. There are, indeed, many reasons to write. Writing, the communication of thoughts through the medium of written language, is a skill. In order for students to sharpen this skill, they must have an understanding of the definition of the writing process and the necessary steps that are involved in the process.
Keywords
English language Rhetoric Study and teaching (Secondary)
Rights Statement
Copyright © 1988, author
Recommended Citation
Huffman, Beth Ann Needler, "A writing process handbook for secondary English teachers" (1988). Graduate Theses and Dissertations. 3420.
https://ecommons.udayton.edu/graduate_theses/3420
