Thesis Title

Survey of Classroom Practices and Attitudes of Teachers of Young Authors


Alice G. Harp

Date of Graduation

Summer 1984


Master of Science in Education in Elementary Education


Childhood Education and Family Studies

Committee Chair

Andre Bayliss

Subject Categories

Elementary Education and Teaching


The purpose of this study was to assess the predominant instructional practices and attitudes of elementary teachers toward creative writing. The sample for this study consisted of eighty elementary teachers from southwest Missouri whose students participated in the Southwest Missouri State University Young Authors' Conferences for at least one of the past four years, including 1984. A self-report survey instrument was developed and administered to assess the frequency and duration of creative writing sessions. The instructional practices, evaluation procedures and teacher attitudes were assessed. Frequencies and percentages were generated in order to obtain a descriptive analysis of the data. The following conclusions were made: (1) Most creative writing sessions were 16-45 minutes in length and were taught at least once a week; (2) Teachers did not always structure the assignments; (3) Teachers introduced various writing styles; (4) Prewriting activities, especially brainstorming and discussions were used; (5) Students usually wrote on an individual basis; (6) Computers were not used; (7) Students asked teachers for help in spelling or invented spellings; (8) Stories were illustrated after being written; (9) Writing was shared by reading aloud or displays; (10) Teachers valued writing conferences but did most editing themselves; (11) Letter grades were usually not assigned to writing pieces or grade cards; (12) Teachers had no specific system for grading products or progress; (13) Creative writing was taught for self-expression, language/communication development; and (14) Teachers believed students had potential to write and believed students enjoy creative writing.


© Alice G Harp