MICROFILMED 1992 INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. University Microfilms International A Bell & Howell Information Com pany 300 North Zeeb Road. Ann Arbor. Ml 48106-1346 USA 313/761*4700 800/521-0600 Order Number 0238278 An exploration of the nature of the relationship between students’ response to literature and writing self-evaluation Stowcll, Laura Patricia, Ph.D. The Ohio State University, 1092 UMI 300 N. Zeeb Rd. Ann Aibor, MI 48106 AN EXPLORATION OF THE NATURE OF THE RELATIONSHIP BETWEEN STUDENTS' RESPONSE TO LITERATURE AND WRITING SELF EVALUATION DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Graduate School of The Ohio State University By Laurai Patricia Stowell, B.A., M.A. * * * * * The Ohio State University 1992 Dissertation Committee: Approved by: Dr. Diane DeFord e_.i ^ College of Education Dr. Robert J. Tierney Dr. Janet Hickman Dr. Anna O. Soter Copyright by Laura Patricia Stowell 1992 Dedicated to my brother Matt. I look forward to sharing your intellectual pursuits. ACKNOWLEDGEMENTS I would like, first of all, to acknowledge all the students who have been my teachers, but especially this particular class who had the patience to put up with my endless questions and who were willing to share their thoughts, their writing and their lives with me. I have been extremely fortunate to have the support and guidance of faculty members, my family and my mends. My advisor, Diane DeFord had the patience and faith that I would finish this process which sustained me when I had doubts. I relied on her insight, inspiration and wisdom throughout the process. I also had the privilege of learning to conduct and write research under the guidance of Rob Tierney in conjunction with the Apple Classroom of Tomorrow Project. He was truly a mentor in my apprenticeship and I learned more about conducting research and ways to think about research with him than in any graduate class. Anna Soter and Janet Hickman provided support, encouragement and many lively discussions both formally (in classes) and informally. Antonia Gale Moss has been a friend and constant companion in this process, providing support, and technical advice as welt as enduring many long hours in formatting. Debbie Cooper, my friend, editor and spiritual advisor has also been able to see far and deep and has helped me to see as welt. Laurie Desai has been a good friend and kindred spirit. She has challenged my assumptions, offered insight, spent long hours discussing ideas and helping me to keep my doctoral program and my life in perspective. I have been blessed with many supportive friends: Kathy, Lynn, Linda, Carol and Catherine among others, who had faith when I didn't and were always there for me. My parents, brothers, sister, grandmother, aunts and uncles provided an atmosphere of love and support where books and ideas were always valued and always made me feel I could do anything. Finally, I could not have finished this final year without the love and support of John. VITA October 24,1956 Bom Nurenburg, West Germany 1978 B.A, Capital University, Columbus,Ohio 1978-1983 Elementary School Teacher, Dublin, Ohio 1983-1987 Middle School (Sixth Grade) Reading Teacher, Dublin, Ohio 1985 M.A., The Ohio State University, Columbus, Ohio 1987-1988 Teaching Assistant, EPIC Program Research Assistant,Applc Classroom of Tomorrow project The Ohio State University, Columbus, Ohio 1988-1989 Middle School (Sixth Grade) Reading/Language Arts Teacher 1989-1990 Middle School (Eighth Grade) Language Aits Teacher, Dublin, Ohio 1990 Instructor, Ashland, Ohio, Columbus Site, Columbus, Ohio 1990-Present Teaching Assistant, EPIC Program Research Assistant, Apj)le Classroom of Tomorrow project The Ohio State University, Columbus, Ohio 1991 Instructor, Ohio Weslyan University, Delaware, Ohio PUBLICATIONS Galindo, R. Tierney, R„ Stowell, L. (1989). Multimedia and Multilayers in Multiple Texts. Cognitive and Social Perspectives for literacy Research and Instruction. Sandra McCormick and Jerry Zutell (Eds.) Thirty-eighth Yearbook • National Reading Conference. NRC. Tierney, R., Galindo, R., Harris, J.E., Stowell, L., Williams, S. (1988). The Engagement of Thinking Processes: A Two Year Study of Selected Apple Classroom of Tomorrow Students. (Technical Report). Cupertino, CA: Apple Computer, Inc. IV FIELDS OF STUDY Major Field of Study Education Studies in Language Arts and Professor Diane DeFord Language Development Studies in Reading and Professor Robert J. Tiemey Research Methods Studies in Children's Literature Professor Janet Hickman and Response to Literature Studies in Composition and Professor Anna 0. Soter Composition Research TABLE OF CONTENTS DEDICATION................................................................................................. ii ACKNOWLEDGEMENTS ................................................................... iii VITA................................................................................................................. iv LIST OF TABLES.......................................................................................... ix LIST OF FIGURES......................................................................................... xi PROLOGUE.......................................................................................................xii CHAPTER I 1 THE NATURE OF THE PROBLEM............................................................ Research Site ....................................................................................... 5 Design of the Study ......................... 8 Definitions of Terms .......................................................................... 9 Scope of the Study................................................................................. 12 Significance ................................................................................ 12 Limitations ......................................................................... 14 Summary....................................... 17 CHAPTER n .................................................................................................... 18 REVIEW OF THE LITERATURE The Reading-Writing Relationship .................................................. 19 What Reading and Writing Share ....................................................... 19 Authorship and Audience .......................... 23 Children’s Writing and Children's Literature .....................................25 Reading and Writing Classrooms .......................................................28 Response Theory ................................,.........................................29 Reader Oriented Theories ..................................................... 30 Response and Cognitive Development .................... 35 vi Elements of Response ............................................................. 41 Research in the Classroom Context ...................................................... 44 Writing Evaluation ................................................................................. 46 Teacher as Researcher .........................................................................56 Summary....................................................................................... 60 CHAPTER IE .................................................................................................... 62 METHODOLOGY AND PROCEDURES The Teacher as Participant Observer ....................................63 The School .......................................................... 65 The Classroom ........................................................................................ 67 The Students ...................... 72 Social, Emotional and Cognitive Development ......................73 Reading and Writing ......................................................... 78 Data Collection ......................................................................................82 Field Notes ....................................................................................84 Other Sources of Data ................................................................. 88 Time Line... ................................. 91 The Case