William Sanchez

EDRE 4860

Annotated Bibliography

Question: What creative ways can students publish their work to keep them
motivated throughout the writing process? What are the positive effects of
creative publishing strategies?

Chihak, J. (1999). Success is in the details: Publishing to validate elementary authors.

Language Arts, 76(6), 491-498.

This article describes a school-based publishing program called Panther Paw Press

that was created by teachers, parents, students, and through the support of parents. As

part of the publishing stage of the writing process, teachers submit students work for

submission. Students are then able to see their work published in a hardcover book that

they illustrated themselves. This is a great motivation for our young writers as they see

themselves as true authors going through the writing cycle. According to Chihak (1999),

Panther Paw Press provides a formal publishing experience that produces a quality

book that our authors can confidently share with their community: The thrill authors

experience as they present their work to others encourages them to continue writing

and moving through the authoring cycle.

Group writing and publishing: Building community in a secon. (1993). Language Arts,

70(6), 494.

This article talks about a teacher who builds community through group writing and

publishing. As students are brainstorming for topics to write about, they form groups

based on similar interests. For instance, if a couple of students share a similar interest,
then they form a group. These students write independently, however go through the

writing process as a team. In the publishing stage, the group meets to proofread their

writing. The group also decides who will illustrate the front cover of their book or

whether they will all contribute to the front cover. At the end of the process, each

student is given a copy of their individual writing so they can take it home and one is

printed of the entire group. This publishing method is motivating for students because

they are in a group that share their same interests. Furthermore, students want to

publish a book that they are proud of and consequently encourage each other along the

way to reach their goal. According to Angeletti (1993), The community of writers that

develops is supportive and nurturing and transforms the teachers jobs into a real

pleasure. Individuals in the class benefit, regardless of ability, because all students are

encouraged to develop at their own level and their own pace (p. 499).

Lenters, K. (2012). Enhancing and displacing literacy practices: Examining student

publishing in a fifth grade writer's workshop. Language and Literacy, 14(1).

In this article, author Kimberly Lenters challenges the use and approach that teachers

take to publishing students work. While the publishing stage during writers workshop is

a practice that has been used in classrooms for over three decades, it is not always

beneficial to all students especially if the manner in which students reach the publication

stage is not done properly. The drafting and revising stages of the writing process are

often sacrificed at the expense of publishing students work by specific dates,

particularly in a time where accountability is highly emphasized. In the article, the author

also focuses on three students, Sara, Ally and Nigel. Sara and Nigel are hesitant to
publish their work and not too excited as they are unsure if their peers will be accepting

of their writing. Moreover, they feel that sometimes it is difficult to share personal stories

with the rest of the class because it is too private. Therefore, while the publishing stage

can be a driving force for students as they work through the writing stage, educators

must make a constant effort to create an environment where students feel comfortable

enough to share their writing. According to Lenters (2012), The question that must

inform all practices localized in the classroom writers workshop is one of how we might

create flexible procedures and safe spaces for all students to publish their work, so that

all young writers may experience its potential benefits (p. 149).

Smollar, S. (2016). Student storytellers: One school librarian's digital journey.Knowledge

Quest, 44(3), 36-45.

Sally Smollar is an elementary school librarian and in her article, she shares a variety of

digital tools that she has used in lessons that motivate students as they write. When

students have the opportunity to share their writing on the web, they become very

excited because they can be creative in how they produce their writing. According to

Smollar (2016), When stories are shared via online publishing platforms, students are

excited about their own creativity and collaboration and feel pride in their work (p.38).

One of those digital tools that she shared and has used is called StoryKit. StoryKit is

an application that allows students to use text, audio, and photos to create different

stories.

Stephens, L. C., & Mandeville, T. (2000). Wired and inspired: Publishing student writing
 on the world wide web. Voices from the Middle, 8(1), 35-41.

This article talks about the impact that publishing student writing on the web has. By

publishing their writing on the world wide web, students can reach a more global

audience. Readers can also interact with the writer easily. The article also lists several

websites where students can publish their work. It includes the title and description of

the website. Authors Mandeville and Stephens (2000) state that, The value of using

computers to write and publish is supported by the research that identifies level of skills

and ability, cognitive development, and emotional needs of middle school writers.

Tompkins, G. E. (2012). Chapter 1. In Teaching writing: balancing process and product

(6th ed., pp. 15-16). Boston: Pearson.

In chapter one, Tompkins shares a variety of ways that teachers can keep students

motivated during the writing process by creating unique ways for them to publish their

writing. For instance, students can publish their final drafts by creating small booklets

using construction paper. This method is effective because students can identify

themselves as true authors. According to Tompkins (2012), Publishing motivates them

to improve their writing because they know theyll share it with a real audience (p. 15).

When there is an authentic purpose for writing, students will naturally be more engaged

and inspired to write. However, when the only purpose is to write a complete draft on

lined paper, students are not motivated or encouraged to be creative.

Tompkins, G. E. (2012). Chapter 8. In Teaching writing: balancing process and product

(6th ed., pp. 194-195). Boston: Pearson.

In chapter eight, Tompkins specifically focuses on narrative writing. She discusses the

various structural elements and devices that make up narrative writing including plot,

setting, characters, theme, and point of view. A specific section of the chapter talks

about the ways educators can incorporate technology when teaching narrative writing

that will enhance student engagement and motivation. For instance, students may use

and create digital movies to publish stories they have written. Videos are usually two to

five minutes and include the narrated text with photos, video clips, and music. Sylvester

& Greenidge (2009) explain that, Digital storytelling boosts students motivation, fosters

a new appreciation for the power of stories, and helps them develop their own voice

(Tompkins, p. 195).

Tompkins, G. E. (2012). Chapter 10. In Teaching writing: balancing process and product

(6th ed., pp. 230-235). Boston: Pearson.

In chapter ten, Tompkins introduces biographical writing. Tompkins shares that students

find pleasure in discovering and learning new information about well known people,

including celebrities and historical figures. Similarly, students enjoy sharing information

about themselves, such as important life events, with their peers. Students share these

meaningful events through the use of autobiographies. There are a variety of ways that

students may publish their writing through biographies and autobiographies. For

instance, students may write all about me books, chapter books about the important

events in their lives, and me quilts. Taylor explains (2002/2003), that this genre

engages students imaginations: When they read biographies, they step into other lives
and different worlds as they learn about people they know from television shows and

movies or men and women who have changed the course of history (p. 230).