Carlos Morales-Hernandez

EDRE 4860.005
10/10/17

Bibliography

1. DelliCarpini, M. (2012). Success with ELLs: We Are All Writers! Building Second Language

Writing Skills in the ELA Classroom. The English Journal, 101(5), 97-101.

Retrieved from http://www.jstor.org/stable/23269537

This article focuses on various strategies and ways of helping English learners develop writing

skills. This is a great source for teachers as they can use it to help their EL students develop their

language skills as they learn to be writers. All these strategies are great to implement in an ELA

classroom, as well as, they are also great for implementation in an ESL or bilingual classroom.

This article connects to my research as it provides various and differentiated strategies to

implement when teaching EL students about the writers workshop. The main focus of the

research is to develop the language skills of my students through the writers workshop. Writing

is an excellent medium for students to practice their language skills as provides room for

expressing through written language.

2. Fernsten, L. A. (2008). Writer identity and ESL learners. Journal of Adolescent & Adult

Literacy,

52(1), 44-52. Retrieved from

https://libproxy.library.unt.edu/login?url=https://libproxy.library.unt.edu:2165/docview/

16920494?accountid=7113

The Conference on College Composition and Communication in its 2001 position statement on

SL writing and writers (National Council of Teachers of English, 2001) reminds educators that

"the nature and functions of discourse, audience, and persuasive appeals often differ across
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linguistic, cultural and educational contexts" (p. 1) and that the process of acquiring syntactic

and lexical competence can take a lifetime.

This article relates with my research as it provides information on syntactic and lexical

competences. These competences among others explained in the article are essential for the

development of language skills. Teachers can tailor this information to create instruction suitable

for their students and help them become familiar with such concepts. This information is

important for educators as they can differentiated and teach it to their students in their academic

level.

3. Flint, A. a., & Fisher-Ari, T. t. (2014). Writing Their Worlds. Writing & Pedagogy, 6(3),

633-648. doi:10.1558/wap.v6i3.633

The growing disparity in the cultural and linguistic backgrounds in U.S. classrooms of teachers

and students suggests that there is a critical need for teachers to be knowledgeable and prepared

to effectively teach this diverse population of students. In a longitudinal research study

conducted in two 3rd grade classrooms in the Southeastern region of the United States,

researchers examined the impact of a sustained and generative model of professional

development on teachers' sense of agency and their understandings of what it means to be a

writing teacher with multilingual students (Flint, Kurumada, Fisher, and Zisook, 2011; Flint,

Zisook, and Fisher, 2011). In this article, we add to this empirical work by focusing on

pedagogical practices that strengthened the writing curriculum and teachers' understandings of

the children they teach. The pedagogical shifts, which happened over an extended period of time,

were marked by two distinct and interconnected processes: (a) teachers began to understand and

adopt the discourse of writing workshop and then use it as a mediator of students' thought to
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promote student voice; and (b) teachers gradually released their control over students' authorial

voice and agency for writing. These processes enabled students to share more about their lives,

beliefs, and interests, and for their teachers to recognize the uniqueness and perspective each

child brought to the classroom.

This article connects to my research as it provides different perspectives of of learning

experiences promoting the students to feel comfortable with the content. The article also

provides information beneficial to teachers about using the writers workshop to build agency

and help the students develop their writing and language voice. These are important aspects of

language development, and can certainly help EL students develop their language skills.

4. Jasmine, J., & Weiner, W. (2007). The effects of writing workshop on abilities of first grade

students to become confident and independent writers. Early Childhood Education

Journal, 35(2), 131-139. doi:http://dx.doi.org/10.1007/s10643-007-0186-3

Writing Workshop, pages 131-139, is an interactive approach to writing. This article provides

great insight on many teaching strategies for educators to help students develop their writing and

language skills. Students learn and practice the importance of rehearsal, drafting/revising, and

editing their pieces of writing.

This article can certainly be beneficial for students who are English learners as it will teach them

to expand their ideas through elaboration. Students can also put in practice their writing skills as

they collaboratively work in editing and revising their writing with peers, and they can also

expand and develop their language in stages like drafting.

5. Leer, E. B., & Runck, B. C. (2016). Using writing workshop with english language learners.
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English Journal, 105(3), 107-109. Retrieved from https://libproxy.library.unt.edu/

login?url=https://libproxy.library.unt.edu:2165/docview/1758226259?accountid=7113

The author was introduced to Nancie Atwell's workshop approach to teaching writing more than

20 years ago as a college student studying to become an English teacher. Atwell's philosophies

were novel and exciting, and she was so inspired by her book In the Middle that she launched a

writing workshop in her seventh-grade classroom the following fall. Despite a slow start and few

bumps along the way -- owing both to my novice status and to the adoption of a pedagogy

foreign to my worksheet-trained students -- she grew to love the workshop approach. With

significant chunks of time to compose, choice over topics and genres, and thoughtful, timely

responses by teacher and peers, not only did students' facility with writing Standard English

improve, but their attitudes toward writing improved as well. When she reflects on those

experiences from my present perspective as a teacher educator, she is struck by the relative

homogeneity of her students.

This article connects to my research because it shows ways in which students can use their prior

writing experiences to improve attitudes about writing and their language. Also, teachers can

benefit from the information found as it promotes reflection and motivation. As teachers, when

we acknowledge reflection and prior knowledge, we can build a more solid understanding of any

content.

6. Ruth, S. H., & Carpenter, M. (2003). Worlds beneath the words: Writing workshop with

second language learners. Language Arts, 81(1), 52-61. Retrieved from

https://libproxy.library.unt.edu/login?url=https://libproxy.library.unt.edu:

2165/docview/196886095?accountid=7113
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Hubbard and Shorey discuss the academic strategies used in the writing workshop to help

develop the writing skills of English as second language learners. One way to improve the

writing and English language skills is through writing stories. It is advisable that these students

write their stories in the their native language first then to translate it to English.

This article relates to my research as it talks about different strategies the students can use to

begin writing in their own native language. The article suggests that if the students start learning

about the writers workshop they will have a better understanding of it when its time to use it in

English. This is certainly another great approach in the development of language skill through

writing.

7. Seban, D., & Tavsanli, . F. (2015). Children's sense of being a writer: Identity construction

in

second grade writers workshop. International Electronic Journal of Elementary

Education, 7(2), 217-234. Retrieved from

https://libproxy.library.unt.edu/login?url=https://libproxy.library.unt.edu:2165/docvie/1

73951328?accountid=7113

Literacy activities in which children invest in and understand literacy creates spaces for them to

construct their identity as readers/writers and build their personal theories of literacy. This study

presents the identity construction of second grade students who identified as successful, average

or struggling in their first time engagement with writing workshops. Writing as a process

approach in which students practiced drafting, sharing, editing and publishing their pieces of

writing were implemented during a year. 27 second grade students were interviewed at the end of

the school year. Analysis of the data revealed that students conceptualized identity under four
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dimensions: (1) purposes of writing, (2) assumptions/views about writers/writing, (3) the process

of writing, and (4) competence in writing. Involvement in the writing workshops influenced

students' identity as writers. Children's perceptions of themselves also played a role in their

engagement in literacy learning especially writing and identity construction.

The information found in this article connects to my research as it explains processes such as,

purpose of writing, assumptions, and competence of writing among others. These processes are

an essential part of the writing process and can help the teacher guide the students towards a

better understanding of language. This would certainly have a good impact on the development

of the students language skills.

8. Tompkins, G. E. (2012). Teaching writing: balancing process and product. Boston, MA:

Pearson.

In this book, more specifically page 36, the author starts touching on writing concepts and

strategies that are beneficial to the students. Elaborating is one strategy that allows writers to

expand their ideas through details, examples and quotes. This process can certainly help all

students develop language skills, especially English learners, as they work through the drafting

process of the writers workshop.