Impacts of Choice and Unstructured Writing on Middle School Students' Writing Self Perception and Motivation

Abstract

School systems in the United States are emphasizing a focus on standards and standardized testing. With this focus, time for writing in the classroom is lost. Students are also coming into the classroom with a negative attitude towards writing, and a negative view of themselves as writers. This study focuses specifically on middle school students, and how the infusion of choice and unstructured writing time impacts both their motivation and how they view themselves as writers. Seventh grade students were given two weeks to create a writing project of their choice, of any genre and any topic. This study found that time for unstructured writing allowed students more freedom and choice, which led to many positive experiences with writing and deep engagement with their writing projects. Students also experienced a positive writing community and showed positive growth in how they understand others perceive them as writers, as well as positive growth in their own response towards writing.