The Effect of Authoring Cycle on Third Grade Students’ Attitudes towards Writing, Self-perception and Writing Ability

Abstract

This study was designed to explore the effects of authoring cycle curricular framework on third grade students’ writing skills, attitudes toward writing and self-perceptions as writers. Pre-test and post-test control group experimental design was used in the study the results of which revealed that there were significant differences between pre-test and post-test conditions of the experimental and control group in Writing Attitude Survey scores. On the other hand, the results revealed no significant differences between and within the groups’ Writer Self-Perception Scale scores. Three compositions on given topics were scored on appearance, organization, development, language. The analysis indicated no significant differences between groups’ composition scores. The results of the study show that changes in attitudes toward writing occur less in time. This study did not support the assertion that using authoring cycle to teach writing has a potential to alter the quality of students’ writing ability