The Student Writing Archive Project: Designing a Searchable Database of Student Writing and Teacher Commentary for English Teacher Preparation Courses
Michael B. Sherry, Bloomsburg University of Pennsylvania, United States
CITE Journal Volume 14, Number 3, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Teacher candidates have few opportunities during their teacher preparation coursework to investigate practices associated with eliciting and responding to student writing. This article describes an attempt to address this problem with a searchable online digital archive of student writing, with and without teachers’ written feedback, as well as other instructional materials from elementary, middle, and secondary classrooms in diverse linguistic/geographic regions of the country. The archive also includes interviews with teachers about their approaches to teaching writing, especially the principles and practices that inform their responses to student work. The design of the archive is described, along with three broad paths through the archive, which were created by the author. These paths provide opportunities for instructors of English teaching methods courses, writing pedagogies courses, and linguistics courses to investigate with teacher candidates issues that are commonly addressed in those three types of courses, like modeling writing, machine scoring, and responding with sensitivity to writers who are English language learners.
Sherry, M.B. (2014). The Student Writing Archive Project: Designing a Searchable Database of Student Writing and Teacher Commentary for English Teacher Preparation Courses. Contemporary Issues in Technology and Teacher Education, 14(3), 194-219. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 19, 2019 from https://www.learntechlib.org/primary/p/114755/.
© 2014 Society for Information Technology & Teacher Education
- ACT. (2005). Crisis at the core: Preparing students for college and work. Iowa City, IA: Author.
- Alsup, J. (2001). Seeking connection: An English educator speaks across a disciplinary “contact zone.” English Education, 34(1), 31.
- Applebee, A.N., Langer, J.A., Wilcox, K.C., Nachowitz, M., Mastroianni, M.P., & Dawson, C. (2013). Writing instruction that works: Proven methods for middle and high school classrooms. New York, NY/Berkley, CA: Teachers College Press/National Writing Project.
- Ball, A.F. (2009). Expanding the dialogue on culture as a critical component when assessing writing. In B. Huot & P.O’Neill (Eds.), Assessing writing: A sourcebook (pp. 357–386). Boston, MA: Bedford/St. Martin’S.
- Bateson, G. (1972). Steps to an ecology of mind: Collected essays in anthropology, psychiatry, evolution, and epistemology. San Francisco, CA: Chandler Pub. Co.
- Beach, R., & Friedrich, T. (2008). Response to writing. In C.A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), The handbook of writing research (pp. 222–234). New York, NY:
- Clift, R.T., & Brady, P. (2005). Research on methods courses and field experiences. In M. Cochran-Smith& K.M. Zeichner (Eds.), Studying teaching education: The report of the AERA panel on research and teacher education (pp. 309–424). Mahwah, NJ: Lawrence
- Conference on English Education. (2006). What do we know and believe about the roles of methods courses and field experiences in English education? (Position Statement). Retrieved from http://www.ncte.org/cee/positions/roleofmethodsinee
- Fitzgerald, J. (1992). Towards knowledge in writing: Illustration from revision studies. New York, NY: Springer-Verlag.
- Freedman, S.W. (1987). Response to student writing (NCTE Research Report No. 23). Urbana, IL: National Council of Teachers of English.
- Goffman, E. (1986). Frame analysis: An essay on the organization of experience. Boston, MA: Northeastern University Press.
- Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. New York, NY: Carnegie Corporation. Contemporary Issues in Technology and Teacher Education, 14(3)
- Grossman, P.L., Valencia, S., Evans, K., Thompson, C., Martin, S., & Place, N. (2000). Transitions into teaching: Learning to teach writing in teacher education and beyond. Albany, NY: National Research Center on English Learning and Achievement.
- Haswell, R.H., & Haswell, J.T. (2009). Gender bias and critique of student writing. In B. Huot & P.O’Neill (Eds.), Assessing writing: A sourcebook (pp. 387–434). Boston, MA:
- Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press. Literacy Design Collaborative. Http://ldc.org/resources
- Newell, G.E. (2008). Writing to learn: How alternative theories of writing account for student performance. In In C.A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), The handbook of writing research (pp. 235–248). New York, NY: Guilford Press.
- Seitz, D. (2004). Who can afford critical consciousness? Practicing a pedagogy of humility. Cresskill, NJ: Hampton Press.
- Sherry, M.B., & Roggenbuck, T. (2014). Reframing responses to student writing: Promising young writers and the writing pedagogies course. Teaching/Writing, 3, 6-18.
- Smagorinsky, P., Cook, L.S., & Johnson, T.S. (2003). The twisting path of concept development in learning to teach. Teachers College Record, 105, 1399–1436.
- Smagorinsky, P., & Johnson, L. (2013, July). Moving methods courses forward: Concept development in a service-learning course. Paper presented at the Conference on English Education summer conference, Fort Collins, CO.
- Smagorinsky, P., & Whiting, M.E. (1995). How English teachers get taught: Methods of teaching the methods class. Urbana, IL: National Council of Teachers of English.
- Spiro, R.J., Coulson, R.L., Feltovich, P.J., & Anderson, D.K. (1988). Cognitive flexibility theory: Advanced knowledge acquisition in ill-structured domains. In Proceedings of the 10th annual conference of the Cognitive Science Society (pp. 375–383). Hillsdale, NJ:
- Taylor, R. (2002). “Reading what students have written”: A case study from the basic writing course. READER, 46, 32–49.
- Tulley, C.E. (2013). What are preservice teachers taught about the teaching of writing?: A survey of Ohio’s undergraduate writing methods courses. Teaching/Writing, 2(1), 38-48.
- Williams, J.G. (2003). Providing feedback on ESL students’ written assignments. The Internet TESL Journal, 9(10). Retrieved from http://iteslj.org/Techniques/WilliamsFeedback.html
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.