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dc.contributor.advisorLooker, Samantha
dc.contributor.authorGauthier, Carie
dc.date.accessioned2015-03-13T16:06:44Z
dc.date.available2015-03-13T16:06:44Z
dc.date.issued2013-12
dc.identifier.citationVolume VIII, December 2013, pp. 87 - 96en
dc.identifier.urihttp://digital.library.wisc.edu/1793/70955
dc.description.abstractResearch shows that metaphors are a useful instructional tool in the science classroom, and additional research shows that student understanding of the writing process impacts the quality of the students' final products. This article investigates the potential value of applying metaphors to writing instruction. I asked experienced and inexperienced student writers to describe their metaphors for the writing process and compared their responses. I found that inexperienced writers had rigid metaphors focused on a perfect product, whereas experienced writers had fluid metaphors focused on developing through writing. This difference shows an opportunity for development within the student-generated metaphors, which educators can use to guide students to more developed concepts of academic writing.en
dc.subjectWriting instruction
dc.subjectStudents
dc.subjectWriting process
dc.titleMetaphors in the Writing Process of Student Writersen
dc.typeArticleen


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