Thirtieth International Conference on Learning

Abstract

In order for adolescents to develop as writers, they must be taught to write through high-quality instruction and given time to write authentic pieces of writing in the classroom. This session focuses on redefined literacy instructional practices that were used to prepare and support high school students during a Writing Project. Findings indicated that having the choice of a valued topic, writing for impact, and receiving feedback that centered on expression rather than conventions created an authentic writing experience for a high school writer. These are important factors for teachers to consider as they redefine literacy instructional practices to enhance the authenticity of the writing experiences. Thus, this study highlights an emergent case from the project to demonstrate the remote writing collaboration in action and evaluate the writing experience of the high school writer. Finally, reflections on the experiences and suggestions for future use are shared.