A descriptive study of the skills, intentions, and feelings of 7th grade writers: An examination of student story writing skills, perceptions of the writing experience, and intentions in revision

This study reports the results of the analysis of 7th grade students\u27 skills, intentions, and feelings related to writing in a classroom context. Students\u27 general language skills were described through the use of standardized achievement tests. Developmental status was described in social-interpersonal and cognitive development. Story writing performance was assessed using a holistic scale. Perceptions about writing were assessed through an objective attitude scale and through analysis of student responses to an open-ended questionnaire. Changes in the contexts for revision changed the students\u27 expressed intentions for revision. Most students focused on content related concerns when asked about specific products. Students\u27 focus on surface level changes increased when asked about their general written products. When asked about a generalized body of writing in the context of external evaluation, students\u27 focus on surface level and wording changes increased. Surface level changes were listed most frequently as both the easiest and hardest changes to make. Students\u27 stories were written at a level of concreteness and organization consistent with their overall developmental status. Content was primarily concrete description, globally organized by a narrative sequence. Feelings about writing appeared to be highly personal and idiosyncratic. Objectively measured attitudes toward writing were not related to general language skills nor developmental status and appeared to vary from student generated responses related to feelings about writing. Student generated responses indicated more positive feelings about writing than did the objective measure and that student evaluation of writing skills, process, and products appeared to be based on the subjective experience of the writer. Personal interest, investment, and involvement with the content and process of writing were frequently used criteria for self-evaluation of writing skills and products