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The Art of Writing: Drawing as Preparation for Narrative Writing in the Primary Grades
Helen Caldwell and Blaine H. Moore
Studies in Art Education
Vol. 32, No. 4 (Summer, 1991), pp. 207-219
Published by: National Art Education Association
Stable URL: http://www.jstor.org/stable/1320873
Page Count: 13
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This study compared drawing, as a planning activity for writing, with discussion, as a traditional planning activity, to determine the effects of each upon the quality of narrative writing. The subjects were 42 second- and third-grade students, randomly assigned to two groups; the drawing group and the control group. The drawing and control groups participated in 15 weekly sessions consisting of a 15-minute discussion followed by 45 minutes of drawing or language arts activities and 30 minutes producing a first writing draft. Students' writing drafts were analyzed for the effects of drawing and discussion planning activities on writing. Repeated measures ANOVA revealed that the writing quality of the drawing group was significantly higher than that of the control group. It was concluded that drawing is a viable and effective form of rehearsal for narrative writing at the second- and third-grade levels and can be more successful than the traditional planning activity, discussion.
Studies in Art Education © 1991 National Art Education Association