Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Academic and Life Goals: Insights from Adolescent Writers

Academic and Life Goals: Insights from Adolescent Writers In order to understand factors that encourage or discourage adolescents' participation in school writing classes and influence their motivation to become skilled writers, we interviewed high school students about their writing experiences, goals, and processes and analyzed their statements for patterns of goal pursuit. Nineteen students of varying achievement levels and classroom placements (8 boys and 11 girls, 6 African American and 13 European American) who had been previously interviewed in fifth and sixth grades were interviewed again in the tenth grade. Goals arising from developmental and personal life issues were central to these adolescent writers, whose writing motivation was heavily influenced by the extent to which they perceived they were encouraged to write authentic personal texts whose messages were respected by caring teachers. The low achieving and alienated students whose writing motivation had declined from earlier years did not now believe they received respect for their ideas, but that their teacher was interested only in their texts' basic organization and display of proper grammatical conventions. Methods for teaching writing that enlist and honor the personal goals of adolescents and support their motivation to write are described. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

Academic and Life Goals: Insights from Adolescent Writers

The High School Journal , Volume 85 (1) – Jan 10, 2001

Loading next page...
 
/lp/university-of-north-carolina-press/academic-and-life-goals-insights-from-adolescent-writers-8aF1a1kW5z
Publisher
University of North Carolina Press
Copyright
Copyright © 2001 by The University of North Carolina Press.
ISSN
1534-5157
Publisher site
See Article on Publisher Site

Abstract

In order to understand factors that encourage or discourage adolescents' participation in school writing classes and influence their motivation to become skilled writers, we interviewed high school students about their writing experiences, goals, and processes and analyzed their statements for patterns of goal pursuit. Nineteen students of varying achievement levels and classroom placements (8 boys and 11 girls, 6 African American and 13 European American) who had been previously interviewed in fifth and sixth grades were interviewed again in the tenth grade. Goals arising from developmental and personal life issues were central to these adolescent writers, whose writing motivation was heavily influenced by the extent to which they perceived they were encouraged to write authentic personal texts whose messages were respected by caring teachers. The low achieving and alienated students whose writing motivation had declined from earlier years did not now believe they received respect for their ideas, but that their teacher was interested only in their texts' basic organization and display of proper grammatical conventions. Methods for teaching writing that enlist and honor the personal goals of adolescents and support their motivation to write are described.

Journal

The High School JournalUniversity of North Carolina Press

Published: Jan 10, 2001

There are no references for this article.