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Journal articles on the topic 'Children's writing'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 March 2023

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1

Burrell, Andrew, and Roger Beard. "Children's advertisement writing." Literacy 44, no. 2 (July 2010): 83–90. http://dx.doi.org/10.1111/j.1741-4369.2010.00556.x.

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2

Gerde, Hope K., Lori E. Skibbe, Ryan P. Bowles, and Tiffany L. Martoccio. "Child and Home Predictors of Children's Name Writing." Child Development Research 2012 (December 11, 2012): 1–12. http://dx.doi.org/10.1155/2012/748532.

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The current study used dominance analysis to investigate the relative importance of multiple factors on children's (ages 3–5; mean age of 47.3 months) name writing skill when they enter preschool. Children () were tested individually at the beginning of preschool on six factors thought to be important for name writing success: letter knowledge, decoding, motor skills, problem behaviors, self-regulation, and home literacy environment. Collectively, these variables explained 37.1% of the variation in children's name writing, but the importance of each factor differed widely. Children’s knowledge of capital letters (11.8%) and their motor development (11.8%) were the most important for children’s name writing whereas the home learning environment (2.3%) and reported problem behaviors (1.5%) were the least important factors. These findings suggest that researchers and teachers should focus on letter knowledge and motor development in understanding and promoting children’s name writing skills.
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Allison, Paula, Roger Beard, and John Willcocks. "Subordination in Children's Writing." Language and Education 16, no. 2 (June 2002): 97–111. http://dx.doi.org/10.1080/09500780208666822.

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4

Yang, Minyoung. "Exploring Photographic Writing about Korean Mothers’ Educational Strategies." Asian Qualitative Inquiry Association 1, no. 2 (December 31, 2022): 85–99. http://dx.doi.org/10.56428/aqij.2022.1.2.85.

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Photography has been continuously attempted as a research tool in social science research. Photo-based qualitative research continues to this day while branching out into various methods such as the visual methodology (Rose, 2016), photovoice (Wang, 1999), and photo essay (Quinn et al., 2006). The purpose of this study is to present a case of reconstructing the research results presented in the existing text as photo-based qualitative research. The subject of the study is 'A Qualitative Case Study on the Educational Practice of Mothers for Their Children's Academic Success: Korean Bear Moms,' a study by Kyung-ri Kim, Young Chun Kim, and Jae-seong Jo (2022). The four significant subjects presented as the study's main results were converted into visual data, including photos, to reconstruct the existing results differently. The research methodology was participatory observation and in-depth interviews using photographs. The research participants were parents who actively supported their children's academic achievement. Data were analyzed using a comprehensive data analysis procedure among about 100 photos taken in 2022. One or two photos most suitable for the four areas of the research topic were presented. First, the participants turned their homes into places suitable for their children’s study. Second, parents become learning experts to teach their children effective learning methods. Third, parents make an intensive financial investment in children’s shadow education. Fourth, mothers use the coffee gathering to collect useful information for their children’s academic success. This study exemplifies how photography transcends the limits of text, delivering intuitive and implicit messages, including the symbolic expression of the inner feelings of the participants, which might not have been revealed in the written text.
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McDonald, Lorraine. "Writing as Readers: developing genre in children's writing." Westminster Studies in Education 15, no. 1 (January 1992): 79–84. http://dx.doi.org/10.1080/0140672920150108.

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6

DeLuca, Geraldine, and Roni Natov. "Writing Children's Literature in Romania:." Lion and the Unicorn 10, no. 1 (1986): 108–11. http://dx.doi.org/10.1353/uni.0.0220.

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7

Green, Laura, Deborah McCutchen, Catherine Schwiebert, Tom Quinlan, Amy Eva-Wood, and J. Juelis. "Morphological Development in Children's Writing." Journal of Educational Psychology 95, no. 4 (2003): 752–61. http://dx.doi.org/10.1037/0022-0663.95.4.752.

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8

Stein, Nancy L. "The Importance of Children's Writing." Contemporary Psychology: A Journal of Reviews 30, no. 6 (June 1985): 489–90. http://dx.doi.org/10.1037/023865.

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9

JACOBS, SUZANNE E. "The Development of Children's Writing." Written Communication 2, no. 4 (October 1985): 414–33. http://dx.doi.org/10.1177/0741088385002004005.

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10

McCUTCHEN, DEBORAH. "“Functional Automaticity” in Children's Writing." Written Communication 5, no. 3 (July 1988): 306–24. http://dx.doi.org/10.1177/0741088388005003003.

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11

Hollindale, Peter. "Introduction: children's art and writing." Word & Image 2, no. 2 (April 1986): 109–10. http://dx.doi.org/10.1080/02666286.1986.10435595.

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12

Lambirth, Andrew. "Exploring children's discourses of writing." English in Education 50, no. 3 (September 2016): 215–32. http://dx.doi.org/10.1111/eie.12111.

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13

Nodelman, Perry. "Children's Literature as Women's Writing." Children's Literature Association Quarterly 13, no. 1 (1988): 31–34. http://dx.doi.org/10.1353/chq.0.0264.

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14

Schrader, Carol Taylor, and Stevie Hoffman. "Encouraging children's early writing efforts." Day Care & Early Education 15, no. 2 (December 1987): 9–13. http://dx.doi.org/10.1007/bf02361543.

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15

LEVIN, IRIS, ANNA BOTH–DE VRIES, DORIT ARAM, and ADRIANA BUS. "Writing starts with own name writing: From scribbling to conventional spelling in Israeli and Dutch children." Applied Psycholinguistics 26, no. 3 (July 2005): 463–77. http://dx.doi.org/10.1017/s0142716405050253.

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The development of children's writing of their own names as compared to their writing of dictated words was examined on samples of children ranging from 2 to 5 years of age, who were immersed in Hebrew or Dutch and recruited from low to high socioeconomic status families. Analyses were based on four data sets collected in three studies. From a young age, children wrote their name on a higher level than they wrote other words, and name writing improved with age more rapidly than word writing across the whole age range. Furthermore, the intercorrelations between word writings, corrected for age, were generally higher than the correlation between word and name writing, indicating that children exhibit a unique approach to the writing of their own name, irrespective of other background variables. Children's advanced skill in writing their name may suggest that name writing promotes the development of writing in general.
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16

Tolchinsky-Landsmann, Liliana, and Iris Levin. "Writing in preschoolers: An age-related analysis." Applied Psycholinguistics 6, no. 3 (September 1985): 319–39. http://dx.doi.org/10.1017/s0142716400006238.

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AbstractWe investigated the development in preschoolers' conceptualization of the written system from its graphic rendering and its mapping onto meaning by analyzing children's writings and readings of their writings. Forty-two Israeli children aged 3.4 – 5.8 years were asked to draw, write, and interpret a number of utterances. By the age of four, children's writings became constricted in size relative to their drawings and were composed of linearly organized units separated by regular blanks. These units increased in their adherence to conventional Hebrew letters throughout the age range examined. Children's interpretations of their own writing were classified into five modes: Interpretation unrelated to the utterance; preserving the content of the utterance but not its verbal form; complete reiteration; dividing the utterance into phonetic units; and description of the written characters. These modes were related to age and to conventionality of characters used.
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17

GEOK-LIN LIM, SHIRLEY. "Asian linkages in children's writing and writing for children." World Englishes 29, no. 4 (November 21, 2010): 536–45. http://dx.doi.org/10.1111/j.1467-971x.2010.01680.x.

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18

Cameron, Catherine Ann, Kang Lee, Suzanne Webster, Kim Munro, Anne Kathryn Hunt, and Murray J. Linton. "Text cohesion in children's narrative writing." Applied Psycholinguistics 16, no. 3 (July 1995): 257–69. http://dx.doi.org/10.1017/s0142716400007293.

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ABSTRACTThis study employed multiple regression analysis to examine the relationship between global writing quality (holistic scores) and lower level analytic measures of writing, with a focus on cohesive indices. The subjects were 9-year-old English-speaking children who participated in either a story free-writing condition or a story rewriting condition. The results showed that both cohesive indices and lower level writing measures (type-token ratios, mean length of utterances in morphemes, composition length, etc.) each accounted for a significant amount of the variance in holistic scores. The story rewriting procedure proved to facilitate the children's writing processes and, hence, resulted in higher quality writing (in terms of both global writing quality and text cohesion) than the story free-writing condition.
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19

Jones, Shelley K. "Authenticity and Children's Engagement with Writing." Language and Literacy 17, no. 1 (January 23, 2015): 63. http://dx.doi.org/10.20360/g22c7j.

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Authentic literacy activities engage children with meaningful reading and writing (Duke, Purcell-Gates, Hall, & Tower, 2006), but little investigation has been conducted into the relationship of the kinds of writing children enjoy and the authenticity of the writing activity and experience. This paper reports findings from a study that investigates the question: How, if at all, does authenticity factor into kinds of writing that children like and/or dislike? Findings indicate that children enjoy writing that purposefully engages them with the real world, and is therefore authentic, and do not enjoy writing that they perceive as merely “school work”.
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20

Wu, Li‐Yuan. "Children's graphical representations and emergent writing: evidence from children's drawings." Early Child Development and Care 179, no. 1 (January 2009): 69–79. http://dx.doi.org/10.1080/03004430600923469.

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21

Faqih, Fiyan Ilman. "INOVASI PEMBELAJARAN PENULISAN NASKAH DRAMA ANAK DENGAN MENGGUNAKAN STRATEGI IDCD (IDENTIFICATION, DESIGN, CHANGE, DAN DEVELOPMENT)." Jurnal Pendidikan Bahasa dan Sastra Indonesia Metalingua 5, no. 2 (November 13, 2020): 87–94. http://dx.doi.org/10.21107/metalingua.v5i2.8644.

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The writing children's drama scripts is an underdeveloped skill. This happens because students not understand who children and how characteristic children. One way to solve this problem is to innovate learning strategies. The strategic innovation is IDCD (identification, design, change, and development). This strategy was created for the needs of writing skills, especially writing children's drama scripts for students. Strategies were created to create learning more creative, innovative children's drama script writing, and children's drama scripts that are created according to the child's level of development.
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22

Neufeldt, Victoria. "Writing Children's Dictionaries: A Personal Adventure." Dictionaries: Journal of the Dictionary Society of North America 43, no. 1 (2022): 33–53. http://dx.doi.org/10.1353/dic.2022.0008.

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23

Green, Connie. "Parents’ facilitation of young children's writing." Early Child Development and Care 28, no. 2 (January 1987): 129–36. http://dx.doi.org/10.1080/0300443870280203.

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24

Zhang, Lan, Li Yin, and Rebecca Treiman. "Chinese children's early knowledge about writing." British Journal of Developmental Psychology 35, no. 3 (December 26, 2016): 349–58. http://dx.doi.org/10.1111/bjdp.12171.

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25

Wray, David, and Jane Medwell. "Newspapers in Education and Children's Writing." Literacy 30, no. 2 (July 1996): 38–43. http://dx.doi.org/10.1111/j.1467-9345.1996.tb00167.x.

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26

Rauch, Sidney J. "Writing Children's Books: A Career Change." Childhood Education 67, no. 2 (December 1990): 77–78. http://dx.doi.org/10.1080/00094056.1990.10521585.

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27

Morrison, Hope. "Writing Children's Books for Dummies (review)." Bulletin of the Center for Children's Books 59, no. 9 (2006): 431. http://dx.doi.org/10.1353/bcc.2006.0345.

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28

Korat, Ofra, and Rachel Schiff. "Do Children Who Read More Books Know “What is Good Writing” Better than Children Who Read Less? A Comparison between Grade Levels and SES Groups." Journal of Literacy Research 37, no. 3 (September 2005): 289–324. http://dx.doi.org/10.1207/s15548430jlr3703_2.

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We investigated how SES, grade level, and book reading experiences are related to children's writing self-efficacy as well as to their knowledge of “good writing” and “writing difficulties.” The sample included 199 middle- high (HSES) and low (LSES) SES children (63 second graders, 67 fourth graders, and 69 sixth graders). Gender and SES (low and high) were approximately equally represented. Children were recruited from two elementary schools, one in a low SES neighborhood and the other in a middle-high SES neighborhood. Writing knowledge was elicited by two open-ended questions and self-efficacy by a 10-item questionnaire. Children's book reading experiences were measured using the Title Recognition Test (TRT). Results showed that, across both SES groups, children's grade level was the most important predictor of their knowledge of “good writing” and “writing difficulties” and also of their writing self-efficacy, followed by the children's book reading experiences. HSES school children gained more writing knowledge as a function of grade level than did the LSES school children. An important and surprising finding was that children's knowledge of “good writing” and “writing difficulties” was explained by their book reading experiences only in the LSES group and not in the HSES group. The implications of these findings for theory and practice are discussed.
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29

Susylowati, Eka, Widyashanti Kunthara Anindita, Ika Oktaria, and Ani Susanti. "PELATIHAN PENULISAN CERITA ANAK BAGI MAHASISWA STIA-ASMI SOLO." Jubaedah : Jurnal Pengabdian dan Edukasi Sekolah (Indonesian Journal of Community Services and School Education) 2, no. 1 (April 28, 2022): 38–41. http://dx.doi.org/10.46306/jub.v2i1.59.

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This study aims to improve students' competence in writing children's stories. The research methods used lectures, observations, and discussions. The results showed that the level of competence in writing children's stories for STIA-ASMI students had progressed. Community service activities in the STIA-ASMI SOLO environment are very useful for STIA-ASMI SOLO students to improve their ability in writing children's stories
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30

Thomas, Karen F., and Steven D. Rinehart. "Young Children's Oral Language, Reading and Writing." Journal of Research in Childhood Education 5, no. 1 (December 1990): 5–26. http://dx.doi.org/10.1080/02568549009594799.

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31

Laycock, Liz. "Narrative and Writing: Young Children's Dictated Stories." Early Child Development and Care 116, no. 1 (January 1996): 53–63. http://dx.doi.org/10.1080/0300443961160107.

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32

Galef, David. "Writing Wrongs: Revising a Children's Book Manuscript." Lion and the Unicorn 17, no. 1 (1993): 22–27. http://dx.doi.org/10.1353/uni.0.0284.

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McKenzie, Andrea. "The Children's Crusade: American Children Writing War." Lion and the Unicorn 31, no. 2 (2007): 87–102. http://dx.doi.org/10.1353/uni.2007.0024.

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Robinson, Ainslie. "Playfellows and propaganda: harriet martineau's children's writing." Women's Writing 9, no. 3 (October 1, 2002): 395–412. http://dx.doi.org/10.1080/09699080200200244.

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Francis, Norbert. "Bilingual Children's Reflections on Writing and Diglossia." International Journal of Bilingual Education and Bilingualism 1, no. 1 (January 1998): 18–46. http://dx.doi.org/10.1080/13670059808667672.

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36

Raban, Bridie. "The concept of narrative in children's writing." Language and Education 1, no. 2 (January 1987): 97–107. http://dx.doi.org/10.1080/09500788709541214.

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37

Hancock, Gillian. "Developing Children's Writing Through a Thematic Approach." Literacy 21, no. 3 (November 1987): 185–204. http://dx.doi.org/10.1111/j.1467-9345.1987.tb00642.x.

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38

Dudink, Ad, Jan Hoeks, and Luuk Wouters. "Children's Planning in Writing: Development and Instruction." School Psychology International 8, no. 4 (October 1987): 245–49. http://dx.doi.org/10.1177/014303438700800405.

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This study was designed to assess a model of the development of planning in writing skills. We also attempted to teach children (nine and twelve years old) how to plan before writing a composition. The model proved to be replicable, but the effects of training on planning could not be attained. We concluded that planning, so fundamental for adequate school behaviour, develops only through many years of practice. Short-term training can hardly elicit the reflective behaviour necessary for planning activities. Further we discuss the pitfalls of the training and suggest possible improvements.
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39

Mayes, Susan D., Susan L. Calhoun, and Susan E. Lane. "Diagnosing Children's Writing Disabilities: Different Tests Give Different Results." Perceptual and Motor Skills 101, no. 1 (August 2005): 72–78. http://dx.doi.org/10.2466/pms.101.1.72-78.

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Writing problems are common in children with clinical disorders. However, there are significant intra-individual differences between the ability to spell words, construct sentences, and compose text. Therefore, achievement tests measuring different writing skills may not be consistent in identifying children who have these various writing disabilities. Our study compared scores on the Woodcock-Johnson Written Language subtests (which measure the ability to produce single words and single sentences) with scores on the Wechsler Individual Achievement Test Written Expression subtest (which assesses compositional writing skills) in 54 children referred by their teachers to a school psychologist for writing problems. The Woodcock-Johnson only identified 35% of children as having significant writing problems, whereas the Wechsler test identified 78%. Our study suggests that the latter is more likely than the Woodcock-Johnson to identify students who have problems in compositional writing.
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Clavijo Olarte, Amparo, Ann Freeman, and Andrea García Obregon. "An exploratory study of punctuation in bilingual children's texts." Colombian Applied Linguistics Journal, no. 6 (June 8, 2011): 106. http://dx.doi.org/10.14483/22487085.110.

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This article describes first and second grade children's writing and focuses on the uses of punctuation as they develop awareness of the orthographic features of texts. This exploratory study was carried out with a group of first and second grade bilingual children in a school in Tucson, Arizona. Our research project focused on observing the process bilingual children followed when writing the story of Caperucita Roja to analyse thje content of their texts in the different episodes of their stories and the use of punctuation around dialogue and narratives. The findings show that the mejority of children were aware of the use of punctuation marks in their writings. We found a direct relation between puntuation and the use of dialogue (indirect speech) in children texts. Children used additional (sintactic and lexical) forms in their texts that demostrate that they know the use of direct speech. children's texts exhibited very little use of punctuation in their narratives; they only used period and capital letters.
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Dunsmuir, Sandra, Maria Kyriacou, Su Batuwitage, Emily Hinson, Victoria Ingram, and Siobhan O'Sullivan. "An evaluation of the Writing Assessment Measure (WAM) for children's narrative writing." Assessing Writing 23 (January 2015): 1–18. http://dx.doi.org/10.1016/j.asw.2014.08.001.

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Widyastuti, Ana. "THE USE OF STORYTELLING METHOD TO IMPROVE STUDENTS' ABILITY IN WRITING STORIES AND TEACHER’S ABILITY IN TELLING STORIES." Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia 3, no. 2 (January 22, 2020): 133–46. http://dx.doi.org/10.30998/jh.v3i2.226.

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Abstract: This study is to improve children's story writing skills and to tell stories using the method of attracting kindergarten teachers in Depok city. This research is a form of methods classroom action research. The research subjects are kindergarten teacher in Limo and Cinere sub-district is 20 people.The research object is children's story writing skill and teacher performance telling story with interesting method of creative media. Data collection method using method of test, observation, and documentation Data analysis technique that is quantitative and qualitative technique by finding the average value of teacher's story The result of this research show that this can improve children's story writing skill and teacher story.The improvement of writing this story is: the story material of children, linguistic material, how to write stories, techniques and methods of interesting storytelling.The improvement is shown by the average value of children's story writing skills.A pre cycle from 41.55 to 53.35, an increase of 12.2.Cycle II to 79, an increase of 25.5 The ability to tell a story is indicated by the average pre-siklus value 50.05 to 62.3, an increase of 12.25. While the second cycle became 80.10, the increase to 17.8. Keywords: writing children story, story telling method, telling kindergarten teacher
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Thomas, Peter. "Writing, Reading and Gender." Gifted Education International 9, no. 3 (January 1994): 154–58. http://dx.doi.org/10.1177/026142949400900306.

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Peter Thomas runs residential writing courses for talented children in Oxfordshire. He finds, even among pupils of equally high linguistic ability, a significant gap between the writing performance of boys and girls. Recognising the strengths and limits of this gender difference has implications for the teaching and assessing of children's writing.
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Mustari, Layli, Dian Indihadi, and Elan Elan. "KETERAMPILAN MENULIS ANAK 4-5 TAHUN." JURNAL PAUD AGAPEDIA 4, no. 1 (August 12, 2020): 39–49. http://dx.doi.org/10.17509/jpa.v4i1.27195.

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Writing skills are important to be trained from an early age. Writing skills training needs to consider several important things, one of which is the development and age of the child and training that is fun for the child. The importance of practicing writing skills is related to the importance of paying attention to the quality of children's writing. In assessing children's writing skills, they can use a standard level of child development achievement, especially children aged 4-5 years. these standards are used to observe children's writing skills. There are 3 indicators of assessment namely recognizing symbols, making meaningful scribbles, and imitating writing. The observations show that children's writing skills in recognizing symbols are 83%. This value shows the writing skills of children aged 4-5 years in recognizing the symbols are in the developmental range very well developed and the skill to make meaningful scribbles shows the value of 66% means that children have the writing skills in making strokes are in developmental development as expected. Skill imitating writing shows a value of 83%, `the value is in the range of very well developed development. On average the writing skills of children aged 4-5 years are at 77%. This value shows the development of children's writing skills on the criteria of developing very well or writing skills of children aged 4-5 years are in accordance with the standard level of achievement of children's development. This means that children's skills have been shown to develop very well. However, writing skills in children are expected to be maximally improved. Keterampilan menulis penting untuk dilatih dari sejak dini. Pelatihan keterampilan menulis perlu mempertimbangkan beberapa hal penting salah satunya perkembangan dan usia anak serta pelatihan yang menyenangkan bagi anak. Pentingnya melatih keterampilan menulis berkaitan dengan pentingnya memerhatikan kualitas tulisan anak. Dalam menilai keterampilan tulisan anak bisa menggunakan standar tingkat pencapaian perkembangan anak khususnya anak yang berusia 4-5 tahun. standar tersebut digunakan untuk mengamati keterampilan menulis anak. Terdapat 3 indikator penilaian yaitu mengenal simbol-simbol, membuat coretan bermakna,dan meniru tulisan. Hasil pengamatan menunjukan bahwa keterampilan menulis anak dalam mengenal simbol-simbol berada pada nilai 83%. Nilai tersebut menunjukan keterampilan menulis anak usia 4-5 tahun dalam mengenal simbol-simbol berada pada rentang perkembangan berkembang sangat baik dan keterampilan membuat coretan bermakna menunjukan pada nilai 66% artinya anak memiliki keterampilan menulis dalam membuat coretan berada pada perkembangan berkembang sesuai harapan. Ketrampilan meniru tulisan menunjukan nilai 83%, ` nilai tersebut berada pada rentang perkembangan berkembang sangat baik. Secara rata-rata keterampilan menulis anak usia 4-5 tahun berada pada 77%. Nilai tersebut menunjukan perkembangan keterampilan menulis anak pada kriteria berkembang sangat baik atau keterampilan menulis anak usia 4-5 tahun sudah sesuai dengan standar tingkat pencapaian perkembangan anak. Artinya keterampilan anak sudah menunjukan pada perkembangan berkembang sangat baik. Namun, keterampilan menulis pada anak diharapkan bisa ditingkatkan secara maksimal.
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45

Auliya, Alfiana Falan Syarri, and Pujiyanti Fauziah. "Advices for Involving Parents in Children’s Learning Activities from School to Home." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 5, no. 2 (October 3, 2020): 1073–82. http://dx.doi.org/10.31004/obsesi.v5i2.621.

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Parental involvement in children’s learning activities is important for the optimal of their growth and development. The aims of writing this article is to provide advices that can be applied in early childhood education institutions in terms of involving parents in children's learning activities at home. This article used the literature review method by reviewing recent literature such as books and research journals that provide an explanation of the topic of parental involvement in children's learning. In this research, several topics related to parental involvement are explained, including factors that influence and the type of parental involvement, forms of parental involvement in children's learning and advices for involving parents in children's learning activities. In short, this article is expected to help educators find strategies for involving parents to continue children's learning activities from school to home. Then, it is recommended for educators to use the results of this study, which is advices for involving parent in children's learning activities. Every parent must accompany the child's learning activities so that learning activities run effectively and can optimize the child's growth and development.
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Rubin, Renée, and Verónica Galván Carlan. "Using Writing to Understand Bilingual Children's Literacy Development." Reading Teacher 58, no. 8 (May 2005): 728–39. http://dx.doi.org/10.1598/rt.58.8.3.

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47

Maguire, Mary H., and Barbara Graves. "Speaking Personalities in Primary School Children's L2 Writing." TESOL Quarterly 35, no. 4 (2001): 561. http://dx.doi.org/10.2307/3588428.

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48

Raban, Bridie. "Speaking and writing: young children's use of connectives." Child Language Teaching and Therapy 4, no. 1 (February 1988): 13–25. http://dx.doi.org/10.1177/026565908800400102.

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49

Saracho, Olivia N. "Developmental sequences in three‐year‐old children's writing." Early Child Development and Care 56, no. 1 (January 1990): 1–10. http://dx.doi.org/10.1080/0300443900560101.

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50

Jones, Gareth H. "Children's ideas about writing and themselves as writers." Education 3-13 16, no. 1 (March 1988): 35–40. http://dx.doi.org/10.1080/03004278885200081.

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