Abstract
A common perception that girls are good at writing may lead educators to overlook girls. This study examined the writing engagement of three sixth grade girls and how their writing self-perception affected their attitudes in a writing classroom. Using a qualitative case study methodology, three themes emerged: the importance of writing tasks, the influence of reading interests on writing, and time as an external factor. Although these themes are important, the participants of this study alluded to a greater underlying factor; that of writing volition, i.e., desire to write. Volition was the key in engaging the girls as writers.
Recommended Citation
Chai, Hannah H.
(2010)
"Adolescent Girl Writers: "I can be good at it, if I like it","
Mid-Western Educational Researcher: Vol. 23:
Iss.
1, Article 7.
Available at:
https://scholarworks.bgsu.edu/mwer/vol23/iss1/7
