A Phenomenological Study of the Development of Voice in a High School Creative Writing Course
Location
Instructional Strategies 1 (Session 1 Breakouts)
Proposal Track
Research Project
Session Format
Presentation
Abstract
An elective high school creative writing class that uses expressive writing to support writers’ physical health and mental perspective while providing a creative outlet to experiment with ideas, was the setting for this phenomenological study, which explored 10 former students’ (8 seniors, 2 juniors) lived experiences of finding their writing voice while taking the course.
Using Vagle’s (2016) five-component research design as the framework for organizing and analyzing data, narratives for each participant were constructed using data from their writings, Seidman-style (2013) interviews, and focus groups (Krueger & Casey, 2015). Vagle’s (2016) whole-part-whole method with Saldaña’s (2016) coding strategies guided data analysis, and Maxwell’s (2013) methods of designing the conceptual framework, memoing, and testing for validity threats were ongoing influences in the research process.
The result was five inter-related tentative manifestations, which Vagle likened to themes: vulnerability, connection, healing and therapy, developing a writing voice, and self-confidence. A key component across all was the “community” that was built in each class. Students eventually enjoyed sharing their writing aloud with peers even when it embarrassed or terrified them initially. Instructional strategies that inspire student growth and improve writing skills were learned from the narratives these students provided.
Keywords
Qualitative Research, Phenomenology, Writing Instruction, High School
Professional Bio
Dr. Dombrowski is an English teacher at Northgate High School in the Coweta School District. Drs. Richard and Lorraine Schmertzing are professors at Valdosta State in the Department of Leadership, Technology, and Work Force Development: his focus is Qualitative Research and hers is Instructional Technology. Both worked with Dr. Dombrowski on this study as part of her dissertation. All three have an interest in improving teaching and learning in educational environments to empower and increase the possibilities for students beyond their formal education.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Schmertzing, Lorraine C.; Schmertzing, Richard; and Dombrowski, Diane, "A Phenomenological Study of the Development of Voice in a High School Creative Writing Course" (2020). Georgia Educational Research Association Conference. 1.
https://digitalcommons.georgiasouthern.edu/gera/2020/2020/1
A Phenomenological Study of the Development of Voice in a High School Creative Writing Course
Instructional Strategies 1 (Session 1 Breakouts)
An elective high school creative writing class that uses expressive writing to support writers’ physical health and mental perspective while providing a creative outlet to experiment with ideas, was the setting for this phenomenological study, which explored 10 former students’ (8 seniors, 2 juniors) lived experiences of finding their writing voice while taking the course.
Using Vagle’s (2016) five-component research design as the framework for organizing and analyzing data, narratives for each participant were constructed using data from their writings, Seidman-style (2013) interviews, and focus groups (Krueger & Casey, 2015). Vagle’s (2016) whole-part-whole method with Saldaña’s (2016) coding strategies guided data analysis, and Maxwell’s (2013) methods of designing the conceptual framework, memoing, and testing for validity threats were ongoing influences in the research process.
The result was five inter-related tentative manifestations, which Vagle likened to themes: vulnerability, connection, healing and therapy, developing a writing voice, and self-confidence. A key component across all was the “community” that was built in each class. Students eventually enjoyed sharing their writing aloud with peers even when it embarrassed or terrified them initially. Instructional strategies that inspire student growth and improve writing skills were learned from the narratives these students provided.
