Memo#2

The information I found while searching databases revealed several studies in which a lack of motivation to write,  low writing scores,  below grade level work in writing, and a need for improving student revising and editing skills were the catalysts for interventions.  These factors were documented from surveys that went out to students, teachers, and parents and from observations.  This information I'm citing here today is from four studies I chose to reflect on out of a larger field of 20 or so I am studying.  From their research, these experts in the field of education determined that thoughtful use of evidence-based instruction with properly trained teachers in new curriculum using methods such as:
1.Teacher modeling
2. Peer editing
3. Student Teacher conferencing
4. Student choice of tasks
5. Relevance in writing tasks to life
6. Peer collaboration
showed an increase in motivation and scores.  In reflecting upon these views/ studies I find I'm feeling validated in my pursuit of the question I posed, that is: which instructional methods produce confident writers who write regularly and write for an audience of their peers?  The reason I feel validated is that many of the methods used in these studies are methods my professors cite as effective in producing a safe environment for students to write, knowing how personal writing feels to each and every student and individual.  This information related to my search in that I believe certain instructional methods for writing produce confident writers who have less discomfort when given choices in their writing tasks, especially those assignments which will be read by others.  It also states what I understand to be true, that is-training teachers in these methods is critical to their success.  (Additional cool information: the study which assessed the National Writing Project is the only one which referred to trained teachers!!)   So now, what I'm pondering is, what if students tell us first which methods used by their teachers give them increased skills and confidence in their writing skills?  Two of the four studies did use surveys at the beginning and end of the time period, with student input equal to parent and teacher input.  What will I find as I delve deeper into the research?  Will I find that only 50% of the time we ask students which methods they prefer?