A Brief History of Writing Research

Boldt, G., Gilman, S., Kang, S., Olan, E., & Olcese, N. (2011). Having words: Contrasting perspectives on children's writing through the history of Language Arts. Language Arts, 88(6), 439-448.

Summary:

This article chronicles the history of writing instruction/research in the U.S. through a study of articles in Language Arts, a journal published by the National Council of Teacher of English, from the 1920's through the present. While it is brief, it provides a survey of writing research. The authors address two stances: skills focused and a "use" stance. Tensions remain today about the “best” stance for teaching children writing, and are complicated by the current emphasis on mandated standards, scripted curriculums, and increased accountability. They briefly mention the impact of new literacies as relevant to the language use stance.

Methodology: Content analysis

Key quotes:

“The best way to bring a broad array of children into powerful uses of writing requires giving them opportunities to build upon the diversity of language experiences and interests they bring to classrooms” (p. 440).

“Language is primarily a social thing, a means by which we give our experiences to others and get theirs in return” (p. 441).

“The lives of too many of the younger children in American schools are still being passed in a school room atmosphere of stupid silence and inactivity broken only by doing what one is told and saying what one is expected to say” (Frazee, as cited in Boldt, et. al, p. 442).

“Delpit called for teacher-student-community collaborations that would focus on determining classroom curriculum appropriate in the local setting” (p. 446).