Findings
As students wrote their pen pal letters and fan letters, I was able to gather and analyze data which helped inform my AR question and sub questions, especially my third subquestion: “How does an awareness of different audiences shift the structure of students’ writing?”
Students’ writing shows evidence of audience awareness and that different audiences shift the structure of students writing.
When comparing students’ personal narratives, pen pal letters and fan letters, I was able to identify distinct shifts in their tone and word choice for each writing piece. Students’ personal narratives maintained a relatively professional tone as they used descriptive language, complex sentences and word choice quite a bit more mature than the words they use in daily conversation. (See Personal Narratives from Phase One).
Students’ letters, on the other hand, contained language and phrases much more informal than what was used in their personal narratives. Furthermore, the types of questions students asked in their letters were specific to the person they were writing to.
Students’ writing shows evidence of audience awareness and that different audiences shift the structure of students writing.
When comparing students’ personal narratives, pen pal letters and fan letters, I was able to identify distinct shifts in their tone and word choice for each writing piece. Students’ personal narratives maintained a relatively professional tone as they used descriptive language, complex sentences and word choice quite a bit more mature than the words they use in daily conversation. (See Personal Narratives from Phase One).
Students’ letters, on the other hand, contained language and phrases much more informal than what was used in their personal narratives. Furthermore, the types of questions students asked in their letters were specific to the person they were writing to.
Other themes emerged as I analyzed the data from Phase Two.
Students’ productivity during Phase Two indicates that having a deadline and knowing feedback will be given from an audience affects students’ motivation to complete writing projects.
One hundred percent of the students met all deadlines assigned to their personal narratives and pen pal letters. They also completed these final writing pieces in a timely manner. However, only 54% of students completed at least one fan letter. Upon reflection, I realized that the fan letter writing assignment did not have a deadline and I wondered if this had an effect on students’ motivation to complete these letters. When I asked students why they didn’t complete their fan letters, several students explained that they wanted to finish their pen pal letters first “to make sure [they met] the deadline,” and “did not have time” to work on their fan letters. One student stated, “And I don’t even know if they are going to get my letter and write me back.” This comment stimulated the other students to voice similar comments.
Student 1: You said he (referring to celebrity) might not write back.
Me: But he might read it.
Student 2: But if they don’t, then we just wasted our time!
This discussion illustrated to me that a significant part of these students’ motivation to finish a writing project is the certainty that their writing will reach their intended audience and that their audience will provide them with feedback.
As students increase their stamina and proficiency in writing, their attitudes towards writing and past writing experiences improve.
Students that expressed fatigue after Phase One and reluctance and apprehension to begin Phase Two acknowledged that writing letters was less strenuous than writing their personal narratives. They also expressed feelings of excitement and happiness while waiting for responses and receiving responses. However, most students “liked” Phase One’s writing project better because they “wrote more”(which, I believe, resulted in a greater feeling of pride), participated in a “big party” and were able to share their writing with a larger audience.
I believe that this change in perception of Phase One’s writing project occurred because the students changed their views of themselves as writers and realized that the more they write, the easier it becomes and the better they and their increase in stamina and confidence increased their self-efficacy in their ability to complete larger writing assignments.
Students’ productivity during Phase Two indicates that having a deadline and knowing feedback will be given from an audience affects students’ motivation to complete writing projects.
One hundred percent of the students met all deadlines assigned to their personal narratives and pen pal letters. They also completed these final writing pieces in a timely manner. However, only 54% of students completed at least one fan letter. Upon reflection, I realized that the fan letter writing assignment did not have a deadline and I wondered if this had an effect on students’ motivation to complete these letters. When I asked students why they didn’t complete their fan letters, several students explained that they wanted to finish their pen pal letters first “to make sure [they met] the deadline,” and “did not have time” to work on their fan letters. One student stated, “And I don’t even know if they are going to get my letter and write me back.” This comment stimulated the other students to voice similar comments.
Student 1: You said he (referring to celebrity) might not write back.
Me: But he might read it.
Student 2: But if they don’t, then we just wasted our time!
This discussion illustrated to me that a significant part of these students’ motivation to finish a writing project is the certainty that their writing will reach their intended audience and that their audience will provide them with feedback.
As students increase their stamina and proficiency in writing, their attitudes towards writing and past writing experiences improve.
Students that expressed fatigue after Phase One and reluctance and apprehension to begin Phase Two acknowledged that writing letters was less strenuous than writing their personal narratives. They also expressed feelings of excitement and happiness while waiting for responses and receiving responses. However, most students “liked” Phase One’s writing project better because they “wrote more”(which, I believe, resulted in a greater feeling of pride), participated in a “big party” and were able to share their writing with a larger audience.
I believe that this change in perception of Phase One’s writing project occurred because the students changed their views of themselves as writers and realized that the more they write, the easier it becomes and the better they and their increase in stamina and confidence increased their self-efficacy in their ability to complete larger writing assignments.