The effects of topic choice and prompts on student writing and student attitudes about writing

This study examined the relationship between topic choice and student writing and the relationship between prompts and student writing. In addition, it explored student writing preferences, the effects of topic choice and prompts on student attitudes about writing, and students' views of themselves as writers. The study was conducted in one Massachusetts elementary school and included students from three third grade classrooms (N=46) and their four teachers.; This study utilized a multimethod research design. The quantitative study component consisted of analysis of two writing samples from each participant, one on a topic chosen by the student and one in response to a prompt. This study did not show a statistically significant difference between student topic choice writing scores and student prompt writing scores; however, students scored better on Standard English conventions than on topic development in both types of writing. A student writing preference survey demonstrated that students prefer to write about topics they choose more than to write in response to prompts. In the qualitative portion of this study, student attitudes about writing on topics they choose and about writing to prompts, as well as how students view themselves as writers, were investigated through the collection and analysis of writing coversheet data, selected student interviews, teacher interviews, and classroom observations.; Findings suggest that in addition to preferring to write about topics they choose, students are more engaged in writing on those topics and have more positive attitudes about writing on topics they choose than when writing in response to prompts. Another finding of this study is that the Massachusetts Comprehensive Assessment System (MCAS) has had a negative impact on writing instruction. The teachers in this study feel pressure for students to perform well on the MCAS. The writing portions of the MCAS tests involve responding to prompts, which is the reason that the teachers in this study focus their writing instruction on writing in response to prompts and may neglect creativity and choice. While this practice may lead to better Standard English conventions scores, it may also limit topic development and negatively influence student attitudes about writing.