Cultivating a Writer’s Identity: The Effect of Writing Workshop on Writing Proficiency and Confidence in an Intermediate Montessori Classroom

Author

Cora Wong, St. Catherine University

Date of Award

5-2020

Document Type

Action Research Project

Degree Name

Master of Arts in Education

Department

Education, Montessori

First Advisor

Amanda Perna

Second Advisor

Olivia Christensen

Department/School

Montessori Elementary Education

Abstract

This action research investigated the effect of Writing Workshop on the writing proficiency and confidence of intermediate Montessori students. The study took place in a public community school of a major Canadian city with 24 participants of a grade 4, 5, and 6 Montessori classroom. Research was conducted over a six-week period and implemented Calkins, Ochs, and Luick’s (2017) Up the Ladder Writing Workshop Narrative Unit. Data was collected using writing samples scored by adapted 6+1 Traits of Writing Rubrics and students’ self-assessed scores using adapted 6+1 Traits of Writing Student Rubrics, adapted Bottomley et al.’s (1997/1998) Writer Self-Perception Scales, writing surveys, and observational field notes. The data demonstrated an increase in writing proficiency in 96% of students and feeling confident most of the time or always when writing by 31%. This action research recommends further research be done to supplement the Montessori language arts curriculum with Writing Workshop.

Recommended Citation

Wong, Cora. (2020). Cultivating a Writer’s Identity: The Effect of Writing Workshop on Writing Proficiency and Confidence in an Intermediate Montessori Classroom. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/351