.

Abstract

of a Doctoral Dissertation entitled

Instructional Scaffolding in Context:
Three Case Studies of Writing Instruction

by Stephen D. Holtrop

A thesis submitted in partial fulfillment of the requirements for the Doctor of Philosophy degree
in Education (English Education) in the Graduate College of The University of Iowa

August 1992

Thesis supervisor: James D. Marshall

Abstract:

The literature on process writing instruction has tended to focus on classroom activities such as prewriting exercises, workshop groups, and writing conferences that either immediately precede writing or immediately follow it. However, literature on classroom discourse--though often not centered specifically on writing instruction--has stressed to a much greater extent the overall instructional environment in which learning takes place. The purpose of this study was to explore the nature of the instrucitonal contexts for learning to write in process writing teachers' classrooms.

The method used was a case study of three self-described process writing teachers at three different educational levels--junior high school, high school, and college. Each teacher was observed for several weeks at the beginning of a writing course or unit. Observation of what these process writing teachers said and did as they set up writing environments and regular interviews with both teachers and students allowed comparison and contrast of teachers' perspectives and students' perspectives on specific writing events. Langer and Applebee's (1987) five components of instructional scaffolding provided a lens through which to analyze and organize data on teachers' roles in establishing contexts for learning to write.

The scaffolding component that appeared most important to teachers and students alike was ownerhip. However, ownership seemed among teachers and students in this study to have a variety of interpretations ranging from students' acceptance of a teacher's rules to generous amounts of choice and enjoyment. The scaffolding component least apparent in teachers' thinking and speech as they set up new contexts was internalization. Finally, the five components seemed inextricably interwoven in these classrooms as teachers attempted to balance tensions among and between components.

Instructional contexts, therefore, appear to be important for consistent and integrated writing instruction. Successful process teaching seems to require a philosophical shift on the part of teachers rather than simple adoption of new methodologies. The overall context in which writing occurs helps shape the messages teachers send and students receive about teachers' attitudes, expectations, and support structures.

Chapters:

  1. Introduction
  2. A Review of the Literature
  3. Methods
  4. Directing and Structuring in a Junior High School Classroom: Mark Davis
  5. Controlling the Processes in a High School Classroom: Tom Matthews
  6. Inviting and Negotiating Communication in a College Classroom: Rose Aubrecht
  7. Conclusion