The Influence of Classroom Blogging on Elementary Student Writing

Abstract

Blogs in classrooms represent a new approach to teaching writing that is developing and changing daily. Although some scholarly literature explores the use of blogs in educational settings, the blogs are primarily being used at the secondary and college levels. The purpose of this qualitative case study research was to explore how blogging influenced student writing development at the elementary level. Fifth-graders' pre- and post-blogging project writing samples, as well as other student blog posts, were the primary data. A qualitative data analysis process was applied to explore the following areas of interest in student writing: attitude, content, voice, connections and relationships, thinking, and craft. The findings indicate that student bloggers became mindful of and connected to the audience, exercised agency in a community of bloggers, and learned to take ownership of the writing process and the writer's craft. Refraining from putting a heavy focus on corrected writing conventions during this formative time of writing development enabled students to concentrate on writing, which they filled with opinions, humor, expression, and playfulness as they learned to rethink their concepts of writing and its meaning in their lives.

Full text

Journal of Research in Childhood Education, 25: 415–437, 2011
Copyright © Association for Childhood Education International
ISSN: 0256-8543 print / 2150-2641 online
DOI: 10.1080/02568543.2011.605205
The Influence of Classroom Blogging on Elementary
Student Writing
Ewa McGrail and Anne Davis
Georgia State University, Atlanta, Georgia
Blogs in classrooms represent a new approach to teaching writing that is developing and changing
daily. Although some scholarly literature explores the use of blogs in educational settings, the blogs
are primarily being used at the secondary and college levels. The purpose of this qualitative case study
research was to explore how blogging influenced student writing development at the elementary level.
Fifth-graders’ pre- and post-blogging project writing samples, as well as other student blog posts,
were the primary data. A qualitative data analysis process was applied to explore the following areas
of interest in student writing: attitude, content, voice, connections and relationships, thinking, and
craft. The findings indicate that student bloggers became mindful of and connected to the audience,
exercised agency in a community of bloggers, and learned to take ownership of the writing process
and the writer’s craft. Refraining from putting a heavy focus on corrected writing conventions during
this formative time of writing development enabled students to concentrate on writing, which they
filled with opinions, humor, expression, and playfulness as they learned to rethink their concepts of
writing and its meaning in their lives.
Keywords: writing, technology, literacy, education, blogging
The use of blogs in classrooms represents a new approach to teaching writing that is developing
and changing daily. When they are focused on student writing growth, blogs can bring different
dynamics into the classroom as writing becomes public, participatory, and continually develop-
ing (Boling, 2008; Knobel & Lankshear, 2007; Penrod, 2007). The scholarly literature exploring
the use of blogs in educational settings is primarily directed at their use in secondary school and
college (Boling, 2008; Williams & Jacobs, 2004). Studies have supported the value of blogs for
reflection (Ray & Hocutt, 2006), classroom dialogue (Khourey-Brown, 2005), and social net-
working (Efimova & de Moor, 2005). However, there is less research on the efficacy of blogs in
writing development at the elementary school level (Glewa & Bogan, 2007), even though studies
have been published recognizing their effectiveness for writing in other disciplines (Dieu, 2004;
Hogg, Lomicky, & Hossain, 2008). The purpose of this research was to explore how blogging
influenced student writing development at the elementary school level. This article describes the
findings from this exploration and includes recommendations for writing pedagogy.
Submitted August 30, 2010; accepted December 29, 2010.
Address correspondence to Ewa McGrail, Associate Professor of Language and Literacy, College of Education,
Georgia State University, 30 Pryor Street, Atlanta, GA 30303. E-mail: emcgrail@gsu.edu

416 MCGRAIL AND DAVIS
BLOGGING AS WRITING LITERACY FOR SCHOOLS
Blogging brings outside school literacy practices into the classroom (Pahl & Rowsell, 2005) and
has the potential to become a literacy, not a technology, issue in schools (Leu, 2005). This is
true because such technology “capitalize[s] on the strengths of authentic writing, the power of
the writing process, and the engagement of collaborative writing” (Boling, Castek, Zawilinski,
Barton, & Nierlich, 2008, p. 504).
Blogs also can facilitate literacy development through storytelling and dialogue, because their
format encourages self-expression and recounting of personal events to the blogger community
in nonverbal formats (Huffaker, 2005). Viewed in this way, blogging is about communication
and interaction. Because much of this conversation in the school context is grounded in the
curriculum and about critical thinking in student learning, it also needs to be seen as an academic
practice, which is different from blogging for merely personal purposes (Boling, 2008).
Much of personal blogging is about sharing items of interest, news, and personal informa-
tion (Williams & Jacobs, 2004). Although sharing news and personal insight are important to
academic blogging, like Williams and Jacobs (2004), we believe that there is much more to it
when adopted for classroom practice. Academic blogging provides a space for modeling and
developing the literacy processes, critical thinking, reflection, questioning, and social practices
engendered by this communicative technology (Merchant, 2005).
Most importantly, it offers a place for writers to develop and refine their ideas. Davies and
Merchant (2007) described this process as the “discussion of ideas in embryo” (p. 170). Viewed
in this way, blog writing is also a place to develop and nourish a community of writers who keep
their readers in mind (Davis & McGrail, 2009). This is fostered by the unique collaborations and
relationships that academic blogging enables (Miller & Shepherd, 2004).
WRITING AND WRITING INSTRUCTION IN THE ELEMENTARY CLASSROOM
Process-oriented writing researchers and educators, such as Donald Graves (1983), Lucy Calkins
(1994), and Ralph Fletcher (2000), suggest that young writers learn to write by writing, that
young writers need to understand their writing processes to develop strategies for monitoring
and improving their own writing, and that writing development occurs over time.
Research also suggests that young writers need to learn to comprehend and use, to their ben-
efit, the reader-writer relationship and audience expectations as they make meaning for their
readers (Bereiter & Scardamalia, 1987). An awareness of the audience can correlate to the qual-
ity of writing (Corden, 2007). Barritt and Kroll (1978) argued that good writers have a very clear
picture of the audience and write for it, whereas poor writers lack such awareness, which leads
them to focus on the self, losing other peoples’ points of view. We know that writing is as much
an individualistic process as a social one (Vygotsky, 1978). The latter process is an artifact of
collaborative knowledge creation (Bruffee, 1984). Writers write for others, and they need their
readers’ feedback to continue to refine their ideas and craft.
Although conceived in reaction to traditional product-oriented rhetoric (Crowley, 1996), the
process-oriented epistemologies of writing and writing development (Dorn & Soffos, 2001) do
not negate the importance of the product: the outcome of the writing itself. Rather, they bring a
balance to the product-centered pedagogies that tend to overemphasize the teaching of grammar

INFLUENCE OF CLASSROOM BLOGGING 417
and style at the cost of content and idea development. Effective writing instruction gives attention
to idea development and content (Graves, 1983) and creates opportunities for authentic writing
tasks and interaction with a real audience (MacArthur, Graham, & Fitzgerald, 2005).
Although educators and classroom teachers endorse many of the findings from this research,
they often struggle to implement them in their elementary classrooms. The obstacles are many
and diverse. Standardized testing associated with the No Child Left Behind Act and its emphasis
on reading, rather than writing or literacy, pushes teachers into a culture of formulaic writing
(Kixmiller, 2004). It also deemphasizes process-oriented authentic writing activities, including
brainstorming, conferencing with others, and multiple revisions (Applebee & Langer, 2009).
In a recent study of writing instruction in the elementary classroom, the trend of “nonprocess
writing activities” leading to “one-draft products created with limited teacher assistance and no
expectation for revising, editing, or publishing” (Billen, 2010, p. 2) was still evident among the
teachers who favored product-oriented pedagogy in eight school districts.
Additionally, in a national survey on teaching writing, Grades 4, 5, and 6, elementary teach-
ers reported lack of preparation for teaching writing in teacher education programs (Gilbert &
Graham, 2010). Teachers in this survey also worried about being able to teach writing for only
15 minutes a day and that their students have only 25 minutes a day for composing paragraph-
long texts. Understandably, under such time constraints, there is not really much room left for
teaching metacognitive thinking about writing and idea development (Kixmiller, 2004).
Looking at it from yet another perspective, acquiring audience awareness, especially the
ability to anticipate the readers’ interpretation of the writer’s text, is a particularly challenging
cognitive process to developing writers (Beal, 1996; Kellogg, 2008). Writers at this early stage
in writing development tend to focus on their own thoughts rather than on how their writing
reads, or more importantly, how it would appear to their readers (Bereiter & Scardamalia, 1987;
Kellogg, 2008).
Interventions that prompt young writers to imagine the reader’s point of view can help young
writers to learn to revise their writing with their readers in mind (Holliway & McCutchen, 2004).
Such interventions are necessary, but often difficult to execute with the teacher serving as the
primary audience/reader in the typical classroom environment. The blogging platform can aid
elementary teachers in securing access to the larger audience for their young writers. If carefully
planned, it also can provide young writers with the opportunity to write for an extended period
about ideas of interest to them and to their readers. The readers, in turn, might serve as an external
intervention that indicates to the developing writers the areas that need improvement, and teaches
them the ways the readers make sense of their writing (Torrance, 2007).
METHOD
Purpose
The current qualitative research (Bogdan & Biklen, 1992) was developed to address the fol-
lowing broad research question: What happens when 5th-graders blog and converse about
literacies in class and beyond? In particular, the researchers sought to examine the influence of
blogging in supporting writing and literacy development. Participants also were asked to reflect

418 MCGRAIL AND DAVIS
on themselves as writers, publishers, readers, and learners, and on how blogging helped them to
advance these literacies.
Because the study examined an activity of blogging among 5th-graders and was bounded by a
single classroom context and a time frame of one academic year (Creswell, 2007; Stake, 2000),
the authors selected a case study approach as the research design. The purpose was not theory
advancement but rather an interest in blogging as an instructional intervention and its influence
on writing and literacy development at the elementary school level.
Another reason for using the case study method was the exploratory nature of this research,
as reflected in the above-mentioned question: What happens when 5th-graders blog and converse
about literacies in class and beyond? Researchers find case studies appropriate for an initial
investigation such as ours (Yin, 1994).
Case study methodologists, such as Cohen, Manion, and Morrison (2007), Creswell (2007),
or Yin (2009), also recommended multiple data sources for the triangulation of the findings
in case studies. Student and teacher interviews, as well as classroom observations, served this
purpose in the current work. Student interviews engaged student bloggers in individualized
talk about the expectations, purposes, and audiences they were honing through participation
in the blogging research. Observation, on the other hand, afforded opportunities to watch the
blogging experience unfold and examine the ways it shaped students’ writing and literacy
development.
Teacher interviews helped to situate student blogger experiences, and the learning processes
accompanying them, in the context of the curriculum coverage in our research classroom, stu-
dents’ existing prior knowledge on writing and literacy processes, classroom dynamics, and
future goals for literacy development for this group of children. Yin (2009) regarded these
data collection techniques as strengths of the case study method: “the case study’s unique
strength is its ability to deal with a full variety of evidence—documents, artifacts, inter-
views, and observations” (p. 11). As such, we used interviews and observations as member
checks (Creswell, 2003) to corroborate the themes that emerged in student writing in the
study.
Participants and Setting
The students who participated in this study were 5th-grade elementary students, including nine
girls and seven boys. The ethnic breakout was six Hispanic students, nine White students, and
one Black student. One was a special education student, one was an English language learner
(ELL), and two were in the gifted program. Almost one-half had previously attended an ELL
class but were no longer being pulled out of class for the intensive help.
According to the classroom teacher, students were, for the most part, on grade level. They
interacted well with each other and were receptive to trying new things. The teacher found them
strong in the language arts area, with writing requiring closer attention. She also noted that the
students’ critical thinking skills were very low and attributed this to the culture of testing and
assessments that required low-level types of knowledge. Table 1 is a summary of the individual
student bloggers’ ethnic backgrounds.
The study took place in a Title I elementary school located in the far northern portion of a
southern state. At the time of the study, the school housed 680, students with 81% considered

INFLUENCE OF CLASSROOM BLOGGING 419
TABLE 1
Student Bloggers’ Ethnic Background
Pseudonym Ethnicity
Anni Hispanic
Dulce Maria Hispanic
Eddie Black
Johnny White
Leslie White
Lindsey White
Mary White
Mia Hispanic
Michael White
MV Hispanic
TK White
Victoria White
Emmy White
Cena Hispanic
Tina White
Rosalina Hispanic
economically disadvantaged. Four hundred of the 680 (58.8%) students were Hispanic, who
accounted for 36% of the student population identified and served in the ELL program. The
rest of the student population was 16.5% African American, 21.3% White, and 3.1% multiracial.
In 2008, the school received recognition for academic achievement in reading, math, and English
language arts.
The Blogging Project, Researchers’ Roles, and Other Participants
Two researchers—a university professor and a university information systems training
specialist—designed this blogging project. The training specialist was a former elementary
school teacher who had created various blogging projects in the research site where she had previ-
ously taught before coming to the university. The goal at the school was to introduce elementary
teachers to blogging and how it could be used to improve writing.
Her job at the university was to assist professors and university students in using technology
across the curriculum. At the university, the two researchers made a connection via blogging on
the web. The university professor noted the excitement and learning that was occurring on the ele-
mentary student blogs and wanted to share this purposeful use of technology and pedagogy with
her classes of teachers. The previous year, the elementary teachers in the training specialist’s for-
mer school had expressed interest in blogging with a whole class. Prior to this time, the blogging
had been done with a select group of students pulled from various 4th- or 5th-grade classrooms.
In particular, one 5th-grade teacher had expressed interest in using some of her language arts
class time to explore blogging with her entire class while learning from the training specialist’s
previous blogging experiences with small groups of children. The university researcher and a uni-
versity information systems training specialist, who assumed the researcher roles as well, began

420 MCGRAIL AND DAVIS
the planning of a yearlong study in which one member of the research team provided instruction
that involved the use of blogging for literacy development purposes. The researcher, who was
the training specialist and former teacher, is referenced as the blogging teacher throughout this
article. The blogging teacher led the instruction on how to use blogging for literacy development
purposes to help students think, write, and converse about their class curriculum and learning.
She also was mentoring the classroom teacher and the school’s instructional technology special-
ist about blogging. The blogging sessions for the class of 5th-graders in the current study were
collaboratively planned with the regular classroom teacher; this step was taken to ensure that the
blogging experience was integrated seamlessly into the existing curriculum, with writing being
the priority.
The university professor provided informal feedback to student blogger writers and inter-
viewed them on their blogging experiences. Two formal student interviews were administered,
one in the beginning of the school year and one at the end of the school year. This researcher
also observed classroom blogging sessions and interviewed the teachers a total of three times:
the beginning, middle, and end of the year. Both researchers conducted informal conversations
with individual or small groups that were recorded during the actual blogging sessions. In addi-
tion, the blogging teacher met with different students in groups of five or six at other times
during the last few months for a total of seven times. Discussions centered on what they were
experiencing and learning from blogging. Graduate students from the professor’s courses served
as commenters and mentors to student bloggers throughout the blogging project. They offered
advice, asked questions, and shared writing tips and resources with student bloggers. Other com-
menters were retired teachers, one from Ohio and one from Scotland, who had participated in
previous blogging projects conducted by the blogging teacher; a middle-school class of student
bloggers from Canada, who communicated through commenting and making posts on their own
blogs; and a math class of high school students from Canada who communicated through a
video session on Gizmo (an online repository of math and science simulations). Other comments
emerged from the larger blogging community, including even Harley, a dog with a kid-friendly
personality, who also “blogged.” This “dog blogger” was created by the participating retired
teacher from Ohio.
Prior to this project, the class curriculum focused on the review of the 4th-grade basics in
sentence structure, nouns, and verbs, as well as fictional story writing. For the duration of the
blogging project, the class met in a language arts block period once a week for 4 hours in a
computer lab, with a total of 32 blogging class sessions conducted in one academic year.
Typepad software was used for this project for two reasons: (1) access to unlimited accounts
for educational use at the researchers’ university and (2) the ability to monitor student activity on
their blogs and to invite students to engage in conversations about safe and responsible blogging
in cases of inappropriate comments or behaviors observed in blog posts/comments. Students
designed and personalized their individual blogs. They also had access to the class blog, which
was maintained by the blogging teacher.
THE BLOGGING TEACHER’S WRITING PEDAGOGY
At the very beginning of the project, the blogging teacher introduced student bloggers to blogging
through a webquest activity that familiarized them with the following aspects of blogging:

INFLUENCE OF CLASSROOM BLOGGING 421
questioning, thinking, writing, collaborating, reflecting, commenting, linking, and proofreading.
The blogging teacher provided safety tips and guidelines using a class wiki. The wiki intro-
duced the students to the sociocultural practices of a blogger community (Lankshear & Knobel,
2006; Penrod, 2007) and to the concept of responsible blogging. Central to this learning were the
following roles and traits of responsible blogging, which student bloggers in this project were
expected to meet:
• Accepting the challenge of blogging and striving to do their best
• Understanding the conventions of public writing
• Giving credit to others’ words by linking and quoting
• Respecting others by developing the ability to write responsibly
• Understanding the power of communication with a larger audience
• Developing their own unique voice and not being afraid to take risks
• Celebrating their own and their peers’ successes
• Recognizing the contributions of their readers.
In addition to these initial activities, the blogging teacher created a class blog to scaffold
student blogger writing development (Dorn & Soffos, 2001; Vygotsky, 1978) and to model
communicating with a larger audience. Typically, the blogging class started with a discussion
around the posts on the class blog. These posts centered on the activity for the day, and they
provided reinforcement of certain aspects of writing/blogging from previous sessions. Examples
of writing foci in class blog posts included using descriptive words to make writing come alive
and/or using linking words to make writing sequential, developing vocabulary, or offering tips
on sustaining dialogue with the audience.
Strong pieces of blogger writing were discussed and celebrated. There were many conver-
sations about what student bloggers had learned, how they could improve, and what could be
done to bring their voices to the forefront. This helped student bloggers to brainstorm ideas and
content for their new posts and responses to earlier posts. Each class ended with goal setting for
the next session, and homework was assigned to support these goals.
Other interactive web-based components were incorporated into the blogging sessions.
Examples would be podcasts with peers and readers, Skype and Gizmo conversations with
classes in Canada, and a Google Maps display of places where respondents resided, includ-
ing student blogger annotations about these places. Connections were made locally and globally,
with student bloggers actively participating in forging these connections.
Data Collection and Analysis
The primary sources of the data for the current work were the pre- and post-blogging project
writing samples as well as blog posts throughout the project that centered around the process
of blogging. As previously mentioned, additional data included two interviews with students:
one at the beginning and one at the end of the project. We conducted three teacher interviews
with each teacher: one at the beginning, one at the midpoint, and one at the end of the project.
We also videotaped all class blogging sessions, for a total of 30 meetings, which served as obser-
vation documentation. The video documentation of class sessions helped us to describe in the

422 MCGRAIL AND DAVIS
current work the project, the activities in which the students participated, and the pedagogy
the blogging teacher practiced throughout the project. Student and teacher interviews served
as member checks (Creswell, 2003).
To describe the attributes of student writing, a general qualitative approach to data analysis
(Creswell, 2003) was applied. Merriam (1998) recommended such a method to qualitative case
studies in the field of education. This analysis was iterative and began with developing a coding
scheme with major codes (domains) and their descriptors that emerged across student bloggers’
writing. It was a focused analysis,for it zeroed in on specific aspects of student writing, which
included the following domains: attitude, content, voice, connections and relationships, thinking,
and craft. Although the major domains were grounded in the traditional literature on writing and
writing development (Calkins, 1994; Elbow, 1997; Graves, 1983), some supporting categories
with specific domains were heavily informed by the emerging literature on blogging (Davies &
Merchant, 2007; Penrod, 2007; Williams & Jacobs, 2004) and newer literacies studies (Boling
et al., 2008; Knobel & Lankshear, 2007; Leu, 2005). The latter body of literature allowed adding
the categories that were emerging as new or important to blog writing specifically. Examples
of such categories were social networking or hyperlinking. Table 2 provides an overview of the
coding scheme for this study that consists of the main domains, supportive categories, and their
descriptors. Although this coding scheme served as an analytical framework for the data analysis
in this work, the blogging and newer literacies studies provided theoretical grounding for this
framework.
The two researchers for the blogging project coded student pre- and post-blogging writ-
ing samples first, individually, using the above-mentioned analytical framework (see Table 3
for an example of coding). The researchers analyzed the teachers’ and students’ interviews to
member check the emerging themes in student writing. They also reviewed videotaped class ses-
sions to provide them with the information about the project implementation in the classroom,
describe the specific activities used in the project, and capture the blogging teacher’s pedagogy.
The researchers used NVivo software (Ozkan, 2004) for coding and storing data throughout the
research project.
To establish intercoder reliability (Creswell, 2003), the researchers compared their individ-
ual coding and discussed points of difference and similarity in their coding. Some adjustments
were made to the original coding framework that helped to refine the domains and their
descriptors. The revised coding framework then guided the researchers’ recoding of the student
writing data. Concurrent with the second round of coding by individual researchers, analy-
sis memos were developed. These memos included summative statements about the specific
domains present in each sample of student blogger writing (see appendix for a sample of such
analysis).
Finally, individual researcher memos and writing samples were reanalyzed using the revised
coding framework to determine the themes in this work. We chose these themes as the format
for reporting the results from this analysis, a practice associated with reporting the results from
a single program case study, which is a blogging activity in this work (Creswell, 2007). The
themes included (1) becoming mindful of and connected to the audience, (2) exercising agency
in a community of bloggers, and (3) taking ownership of the writing process and the writer’s craft.
Although we discuss them separately in the current work, the themes inform and complement
each other.

INFLUENCE OF CLASSROOM BLOGGING 423
TABLE 2
Domain Definitions for the Analysis of Pre–Post Student Writing Samples
Domain Categories Definition
Attitude Motivation Demonstrates a desire to write and communicate
with others
Excitement Expresses feelings of anticipation and joy
Confidence Demonstrates self-belief as a
writer/reader/thinker, etc.; finds composing
easy
Interests/emotions Shares with the audience passions, experiences,
and feelings
Content Concepts/ideas Generates ideas, opinions, concepts, and thoughts
Research Seeks information from various sources (print
and/or nonprint)
Analysis/synthesis Takes disparate concepts and ideas and
compares/contrasts them in a coherent manner.
Point of view Takes a stance with respect to the content and
ideas discussed
Skills/literacies Makes connections to reading, writing, speaking,
listening, and other aspects of English
language arts
Voice Empowered Feels confident and capable
Reflective Thinks back and evaluates one’s ideas and writing
Questioning/inquiring Asks questions, invites the reader/audience to
consider other issues/points/ideas, confronts
others’ perspectives
Connections/Relationships
with audience/peers
Intended readers Has the intended audience in mind, speaks
directly to them and engages them in a
conversation/dialogue
Networking Seeks support, dialogue with feedback givers and
blogging community, or makes friends with
other writers
Peers Addresses other peer/group writers on similar
assignments
Thinking Critical Engages in the process of evaluating one’s own
and other people’s thinking and ideas to arrive
at an objective conclusion
Creative Thinks and communicates in original and
innovative ways using figurative language,
such as analogies, metaphors, or idioms
...Ahead Plans for future dialogue and interaction with the
reader
Craft Vocabulary Uses bigger and richer words
Elaboration Develops, explains, or illustrates ideas and
thinking
Transition/linking Uses a variety of connecting words and phrases
Sentence structure Moves beyond the subject verb and object
sentence structure
Organization Writes in a clear, purposeful, and sequential way
Mechanics Spells and punctuates accurately

424 MCGRAIL AND DAVIS
TABLE 3
Coding: Domain Checklist for Analyzing Pre–Post Writing Samples
Rosalinda
Domain Pre Post Definition
Attitude Motivation x x Demonstrates a desire to write and
communicate with others
Excitement x x Expresses feelings of anticipation and joy
Confidence x x Demonstrates self-belief as a
writer/reader/thinker etc./finds
composing easy
Interests/emotions x Shares with the audience passions,
experiences, and feelings
Content Concepts/ideas Generates ideas, opinions, concepts, and
thoughts
Research Seeks information from various sources (print
and/or nonprint)
Analysis/synthesis x Takes disparate concepts and ideas and
compares/contrasts them in a coherent
manner.
Point of view Takes a stance with respect to the content and
ideas discussed
Skills/literacies x x Makes connections to reading, writing,
speaking, listening, and other aspects of
English language arts
Voice Empowered x Feels confident and capable
Reflective x Thinks back and evaluates one’s ideas and
writing
Questioning/inquiring Asks questions, invites the reader/audience to
consider other issues/points/ideas,
confronts others’ perspectives
Connections/relationships
with audience/peers
Intended readers x Has the intended audience in mind, speaks
directly to them and engages them in a
conversation/dialogue
Networking x Seeks support, dialogue with feedback givers,
blogging community, or makes friends
with other writers
Peers Addresses other peer/group writers on
similar assignments
Thinking Critical x Engages in the process of evaluating one’s
own and other people’s thinking and ideas
to arrive at an objective conclusion
Creative Thinks and communicates in original and
innovative ways using figurative language
such as analogies, metaphors, or idioms
...Ahead Plans for future dialogue and interaction with
the reader
Craft Vocabulary x Uses bigger and richer words
Elaboration x x Develops, explains, or illustrates ideas and
thinking
Transition/linking x Uses a variety of connecting words and
phrases
(Continued)

INFLUENCE OF CLASSROOM BLOGGING 425
TABLE 3
(Continued)
Rosalinda
Domain Pre Post Definition
Sentence structure x Moves beyond the subject verb and object
sentence structure
Organization x Writes in a clear, purposeful, and sequential
way
Mechanics Spells and punctuates accurately
FINDINGS
Becoming Mindful of and Connected to the Audience
Student bloggers in the current study began the year with a weak sense of the audience. In their
prewriting samples, the audience was seen as an abstract concept and, as such, was given little
attention. As a result, the writing they composed was directed to no one in particular. Tina’s
excerpt illustrates this kind of detached writing. It reads like a list of disjointed ideas and lacks
a narrative structure and associative thinking, deficiencies typical in writing of young children
(Newkirk, 1987).
I think I’m a great writer and I think I am a good reader. I enjoy writing alot. I also enjoy reading alot.
I think it will help me alot about my reading and writing skills. I’ve always wanted to be a student
blogger. I think it should help me in a few spots I’m not very good in. I’m sure I’ll improve a lot.
[Note: Spelling in all student excerpts is quoted as in the original student writing.]
This example indicates yet another common feature in many of early student writings in this
research. It is self-centered (Moffett, 1989), as it focuses primarily on the bloggers’ own needs
as learners and writers, and it does not consider the needs of readers.
If there was any audience under consideration in our bloggers’ early writing, it was the teacher.
The teacher was, however, invoked mainly as an evaluator of their work. This was true when
student bloggers mentioned grades or made plans for improving literacy skills. Such a perception
of teacher as reader was visible, for example, in Johnny’s writing: “I think blogging will really
help me in the areas of communicating, spelling, and neatness” or in Emmy’s writing as well:
“I think blogging will help me get ideas of how I need to fix my writing and how I can improve
it.” Repeated phrases about the craft of writing in these statements were what these bloggers had
previously heard from their teachers and what they had internalized as part of their grammars of
schooling (Lankshear & Knobel, 2003). Unfortunately, because such phrases often did not have
any relevant connections to their own ideas, they did not make much sense in their writing either.
Eddie’s initial post on blogging reflected such incoherent prose: “Then my skills in writing will
improve then disimprove.”
Active engagement with the audience through the commenting feature in the current study
helped our student bloggers to realize that out there was an audience other than the teacher and

426 MCGRAIL AND DAVIS
that they, as writers, were in a relationship with this audience. The classroom teacher concurred
with this finding in her interview with the researcher: “I also think they learned that it is a big
world out there, and they are an important part of that. They can read and write to others about
things that interest them.” Active engagement also filtered in through other blog postings that
were shared with students. One example is the following post on a blog called “Possibilities
Abound.” It came from Lani, one of the retired teachers who commented frequently on the
student blogs:
The Blogicians had just finished their first blogged photo stories. Can you imagine being in 5th
grade and reading that wonderfully warm, encouraging challenge to improve your writing? And the
teacher’s creativity abounds as she provides each student with a podcast of their story so they can
hear their writing!! No bubbles to fill, or red marks to read—encouraging excellence and the joy
of writing and suggesting they can help each other. Now that’s an environment in which I’d like to
learn!
This audience was viewed as real people and, for many of these bloggers, as friends, too. This par-
ticipatory relationship with the audience was apparent as Mia shared the feeling of connectedness
and social interaction in an end-of-the-year post, titled “My farewells buddies”:
Hi and bye everybody this is MIA an almost 6th grader. I’m here to tell Lani, Toni, Ms. C, A April,
and every one else who as been commenting in my blog. Ya’ll are so special to me. It is so hard to
leave behind some thing you love so much.
GOOD-YBE FOR NOW MY FRIENDS
As Mia did, other student bloggers connected with their audience members, showing inter-
est in where they lived, what they did, and why they blogged. They shared a great deal about
themselves, too. To illustrate, Anni’s post, “My Passion,” describes her love of monkeys,
My passion would have to be about monkeys. They are cute, cuddly, and smart. I hope that when I
grow up I can work with monkeys at a zoo. They are funny because on T.V. like animal planet they
do thinks like flips and when they make noises it is funny. It does not matter what kind they are, but
I am scared of one Gorillas!!! My most favorite monkey is the Orangutan.
This reflection resulted in a personal response from an Australian commenter. She shared with
Anni not only her passion for monkeys but also some facts from her personal life, such as get-
ting married at a zoo, studying animals, and completing a project on chimpanzees in graduate
school.
As those personal relationships continued to develop, the student bloggers in our research
addressed their audience with care and attention. These feelings were often reflected in advice
that they had for their readers on various matters. For instance, when Cena learned that eating
junk food was not healthy, he immediately shared this lesson with his readers, instructing them
in a very direct manner: “You need to eat less of all that sweets fat and calories. You can eat that
but not all that much.... If you have any of that food don’t eat it at once.”
As student bloggers came to know their audience better, a sense of community and belonging
emerged. The back-and-forth comments stimulated the conversations and nourished active par-
ticipation within this community. Mary’s exchange with Ashley, another student blogger from
Canada, reflected such participation:

INFLUENCE OF CLASSROOM BLOGGING 427
Ashley, your answers are just terrific! Thanks for the proofreading tips. “Your favorite thing about
blogging is writing.” That is really neat, because it just so happens that is my favorite thing! I disagree
with #3, where you said “it depends whether you feel like typing” because I never ever feel like not
typing! I defiantly, agree with #4, where you said “blogging is a good experience” I also think that
blogging gives you important experiences. Blogging is a happy place. Guess which question I did.
Everyone deserves a shot at it. Your opinions are awesome!
In this exchange, Mary’s voice was powerful and readers could see the dynamic relationship
between the two student bloggers. In another dialogue, Victoria engaged her readers through her
questions on her post, “Up! Goes Our Population”:
The Genus Bureau’s Population Clock hit the number 300,000,000 at 7:46 am in October 2006.
...The U.S. is the 3rd country that has the most population of people in the world. Our population in
the U.S. has grown so much in the couple of years. Can you belive that there are more than 3 million
people just in the United States of America? Do you think it is a good thing that our population is
growing so fast? Why or why not?
Because of such active engagement with the audience, and the nourishing element they discov-
ered in that community, student bloggers in our research began to feel empowered and motivated.
This is how Emmy summarized this empowering and unique relationship with the readers in her
interview with the researcher. In it, she shared how uplifting it was to have commenters making
suggestions about writing and even created an analogy about how it made her feel:
They had good suggestions. They were very encouraging. It is kind of good to have someone ask
you, “How would you do that?” And they would be looking up to you even though they may be older
than you. But, if they give good suggestions, they are very encouraging, and it felt like they were
looking up to you then. For some reason, it just feels really good to you. Cause, I know too, a little
boy and girl, and they just look up to me whenever I am at my church and they say, “Pick me up.
Pick me up.” Or they are like, “Carry me here,” and they never want to leave me. Then, it is like you
never want to leave them, either.
An interview with Johnny reflected the same sentiment about the ways the readers’ support and
constructive feedback made him feel motivated and empowered as a writer and learner:
I have electrifying ideas. I get a lot of help. I am able to come up with ideas quickly, and I type fast
enough to what somebody sent. I am able to do that. Just so they get down the questions, when they
come back, they just have to answer. My favorite commenter said, “He’s indeed a blogger, too, if I
can give him some pointers.” He’s asking me a lot of stuff, because he was new and he wanted me to
answer. That was really nice. That makes me feel like I wasn’t new [to blogging] anymore. It made
me feel like I have been here for a long time.
In her interview with the researcher, the classroom teacher, too, agreed with these stu-
dents’ comments about their growth in confidence and agency levels as a result of the blogging
experience. The teacher elaborated:
I think my students are much more independent and confident after blogging. They learned how to
do things that many other students never get exposure to, and I think they felt special. Also, since
they were given some freedom during the process and were able to express themselves outside the
box at times, this was motivating and increased their independence.

428 MCGRAIL AND DAVIS
The classroom teacher also believed that blogging helped her students to see writing as an
authentic and empowering activity, rather than seeing it as a school thing. She reflected:
Overall, I think they learned that writing is not simply a task they do in the school classroom, and
that is doesn’t always have to be in an essay format. They learned that writing is a way to express
themselves and that they have important things to say.
Exercising Agency in the Community of Bloggers
As previously mentioned, at the beginning of this research, many students felt confident as writ-
ers, but their writing was mainly for the teacher, lacking authenticity and content. Over time,
student bloggers’ sense of agency burgeoned, particularly at the end of our research. It took
many forms and shapes, too. For example, it was manifested in growing levels of confidence and
motivation as student bloggers received more and more comments and forged new connections
and friendships with their readers. Dulce Maria’s post, “My thank you comment,” reflected her
confidence in the ability to improve her writing, due to the constructive feedback she received on
her stories from readers, and her motivation to work even harder. She wrote:
mY THANK YOU COMMENT[emphasis in the original post]
I’m thanking to everybody who comment me and I’m so glad people really did. The first person I’m
thanking to is Lani you said alot of nice comments and I’m glad you liked my story’s. Did you know
your were the first person to blog me? The next person was realy special to me and her name is Ms.
Best. I think you tried your best in everything too and I’m very glad your glad to be a Latino. I’m
Latino and I’m very happy about my culture too...
Blogging also boosted students’ confidence. For example MV was shy and, in his initial writ-
ing response, found writing in general to be “hard,” even though he believed that he was good at
“com[ing] up with good ideas out of nowhere.” MV explained a change in him as a result of the
blogging activity:
Blogging also helps you if you’re a shy person because you have to open up and you can talk to people
around the world and they can give you suggestions. Blogging is also an inspire to me because you
make people think and you can be blether with people.
Johnny wrote the following quotes on his mind map about blogging, in which he conveys
confidence and authority in his opinions and the learning process:
In blogging I am in the driver’s seat.
When you are blogging with a grou [sic] you are like a family of minds trying to clean the house
of blogging.
In blogging no one runs circles around other people. We are equal in brain power.
When I blog I hit the jackpot with words.
Johnny’s and other students’ learning to exercise such levels of agency in this study was
possible only because the classroom teacher was willing to relinquish some of her power to her
students. The teacher acknowledged in her interview with the researcher that it was not an easy
task, but found it to be beneficial to her students’ growth as writers:

INFLUENCE OF CLASSROOM BLOGGING 429
I learned that I can take a backseat sometimes and just let the students do things on their own. I had
to learn that this is ok, and it will make student learning better in the end. Also, I felt more confident
in trying new things even though I wasn’t always in control.
In her interview with the researcher, Emmy commented on how the ability to write on self-
selected topics for some blog posts filled her with a sense of freedom and enjoyment, which she
compared to having “a new life.” Emmy clarified this experience in these words:
We can pretty much write about anything, if we have the option to. It lets me get most of my feelings
out, but it feels like I have a second life, which I pretty much do, with blogging. And it lets me start a
new day and start the new life for that day, and being able to float away in my mind, and just be free
with it, and try to have fun with it.
Increased confidence and motivation levels encouraged many student bloggers to take risks
and to explore new subject areas in their writing. For example, Eddie’s fascination with the
language of math led him to explore a Canadian teacher’s high school blog and motivated him
to learn some of the material his students were studying. Eddie exclaimed, “The stuff that his
student’s learn make me want to learn more. I cant wait to get in high school!!!!!!!!!!!!!!!!!!!!!!”
Student attempts to take a stance with respect to the content and ideas discussed was also
indicative of their empowerment as writers and learners. For example, Mary’s passionate post
about recycling was peppered with strong positions on the reasons why people should recycle.
In it, she proclaimed that “Responsibility is the key.” Mary explained:
I strongly feel that all elementary schools in my county should have a recycling program. You
[emphasis in the original post] should help out with recycling. You would be helping the environment.
The recycling program will improve the quality of the city and school environment.
Many comments were made in response to her post. Although Mary agreed with most sug-
gestions, she did challenge one. Michael suggested, “Perhaps you could write a persuasive letter
to convince the county officials that recycling would be an important program to implement in
all the elementary schools.” Mary turned the tables with this response, “I have a recycling pro-
gram. Why don’t you make one at your school?” She did not reject the idea itself but opened
the invitation to him and others as well. One might conclude that Mary was learning to write
responsibly and proactively in a public setting and that she was not afraid of taking ownership of
such writing.
In the same vein, Rosalinda and Emmy demonstrated assertiveness as they communicated
their opinions on selected issues. Rosalinda called for compassion and action from her readers in
situations that required intervention, or as she put it, “If you see somebody in trouble, help them,
because in the future when you are in trouble somebody will help you.” Emmy, on the other
hand, disapproved of dirty bathrooms, and called for a change in this behavior from the public:
“Dirty bathrooms ewe!!! Amanda has said it and so have I. Dirty bathrooms GALORE! I don’t
want my children there.”
A similar sense of self-agency allowed Johnny to question priorities in learning when he
posted about his passions, music and guitar, and Lani complimented him but finished with one
question: “Shouldn’t a man such as yourself, with such a passion for his instrument spell it
correctly?” In his response to this challenge, Johnny defended his stance: “I know but i always
get it mixed up with the spelling of my instrument. But i can play it does that matter better then

430 MCGRAIL AND DAVIS
the spelling it?” Lani acknowledged his talent being more important but went on to give a reason
he might consider for correct spelling:
I think I was thinking on down the road, when perhaps you might want to market your musical skill
or your band.... Don’t you think that spelling guitar correctly might be awfully important then,
especially in terms of possible income for you?
These and similar experiences of bloggers’ agency in our research precipitated emerging
changes in the writer’s process they used for composing on their own blogs. These changes
are presented next.
Taking Ownership of the Writing Process and the Writer’s Craft
As mentioned earlier, at the beginning of this research, student writing lacked connection to the
real audience because it was addressed to the teacher as the sole reader. Alternatively, having
access to an audience through blogging motivated students to write for and engage this audience.
This was true for Mia, whose work began as teacher-oriented writing: “[blogging] eill help me to
be a better reader and writer. it will also help me on useing my keyboard right.” Eventually, Mia
transformed her writing once she acknowledged the readers and invited them to join the conver-
sation. It became purposeful and more complex with elaboration, transition, and organization.
She was also playful with the language and used a metaphor of a traveler to illustrate her writing
journey, as demonstrated in this post:
I see myself as a reader by reading other people blogs and picking out important sentences. I also see
myself as a reader when I’m making a new post I put myself in the reader shoes. I make sure that my
reader won’t get bored after he/she is finish. Also I make sure after they finish reading the post, that
they understand it.
Both awareness of the real audience, and a special connection to them, encouraged questions
about the writer’s craft, as shown in Michael’s post to Randy, another student blogger from
Canada:
Randy, those are some long answers. How do you stretch your answer so far? I keep my very short.
But you inspire me. I think my replies should be 5 sentences long. Do you think that is OK? When I
read the Q & A then I was amazed. When I heard I was supposed to make this post I got straight to
work.
Johnny’s post, “The End is Here,” also shows writing that was written specifically with the
reader in mind. Johnny speaks directly to them as he reflects on his learning of the comma
usage in his blog writing. Additionally, he strives to convince them in a playful way to start
blogging too:
Blogging has been a great experience and a fun time I have had hard times (hardly) and fun times
(more then you can imagine). But what gets me every time is periods. I myself think I have improved
you tell me. Have I improved or was blogging a waste of time (just kidding). I hope you can blog
and have half the fun I have had. Blogging has been fun for me I hope this paper has convinced you
to start blogging. Trust me it is allot of fun and excitement.

INFLUENCE OF CLASSROOM BLOGGING 431
As they began to believe in themselves and the power of the written word, the student
bloggers’ voices became more powerful too. For example, Victoria, who became captivated by
the power of commenting, wrote:
One thing I enjoy doing in blogging is commenting! I like commenting to other people because you
get a chance to see what others are writing about and tell them why you like their writing! And I also
like getting comments because you can learn what you can do better on by other readers!
In this posting, Victoria’s voice was clear, engaging, and personal, and she used direct language
to that effect. Her voice was particularly strong and playful in this imaginary exchange that she
engaged with her readers: “If we blog in schools I guarantee you that students will improve in
reading and writing. And you practice a lot! As everyone says practice makes perfect!”
Likewise, Mia’s voice became direct, playful, engaging, and even instructional, as when she
queried her readers about the use of the six traits of writing in their writing, trying to convince
them about their importance in the following post:
How many times have you use the six traits of writing. A lot, a little, or all the time. Don’t say never
because whether you notice or not you are using your Six traits of writing even if you are not writing.
Well, the six traits of writing ...
Like Michael, Tina was learning how to use idioms and other figurative language in her
attempts to make writing come alive for her readers, as reflected in this exclamation, “The best
comment I’ve ever gotten snatch my socks right off my feet and I got it from a very wonderful
friend named Lani on my post ‘Fun thing I learned’ well here you go.” Eddie, on the other hand,
wanted his readers to see how blogging had improved reading and writing skills in this post,
which he titled, “The End of My Blogging Year:”
Here is what I would tell them that blogging is a way to make new friends. You can also excell your
reading and writing skills. You can write stories about what you want to. We can discuss without
really being in the same place at the same time. You can express yourself in a fun way. You can
also learn how to do different types of writing like persusive, narrative, and poetry. You learn better
sequence and how to group paragraphs together better. It makes you feel like you have freedom of
speech. We have a better chance of going to 6th grade because of our improved reading and writing
skills. We don’t have to write on paper to express how we feel.
This experimentation with language, as exemplified in the posts above, often resulted in
less clear or polished writing, yet it was more engaging to the reader. This is because these
bloggers were taking steps to rich, engaged, and creative writing. This writing was obviously in
the emerging stage.
DISCUSSION AND IMPLICATIONS
In the current study, student bloggers developed a new understanding and appreciation of the
audience. Initially, their primary audience under consideration was the teacher, confirming the
evidence from previous research (Britton, Burgess, Martin, McLeod, & Rosen, 1975; Cowie,
1984; MacArthur et al., 2005). The teacher as reader was also seen as “the arbiter of correctness,
standard usage, and proper form, the ultimate and only reader” (Garret, 2009). Such a perception

432 MCGRAIL AND DAVIS
of the teacher reader was evident when student bloggers mentioned grades and made plans for
improving certain literacy skills in their initial responses.
Student awareness and understanding of the audience changed dramatically in this research,
however, because they developed a dynamic relationship, and, in many cases, friendships with
their readers, through the blogging experience. The audience was no longer an abstract concept
to these bloggers, as often it is in many classrooms (Walker, 2005). The audience they blogged
with were real people, with whom they shared interests and passions, and with whom they were
learning about blogging and different subject matter.
The members of the audience also played an active role in this research. They were a trans-
forming audience (Hartley, 2007) in that they influenced the bloggers’ ideas, thinking, and
writing. They also encouraged student bloggers to revise their writing to be more effective. At the
same time, the active and participatory components of blogging in this research invited student
bloggers to express and support their own ideas and opinions in a public forum (Mortensen &
Walker, 2002). This resulted in blurring the traditional concepts of the reader/writer relationship
and writing purposes and spaces (Merchant, 2008). As bloggers, these students were learning to
write in the readerly way, by attending to their readers’ needs and interests. In a similar fashion,
as readers of posts from the audience, these student bloggers were learning to interpret their posts
in the writerly way (Swenson, Young, McGrail, Rozema, & Whitin, 2006), looking for ideas to
comment on and questions and issues to which they could respond. Understanding the complex-
ity of this new relationship and the authorial positioning of the reader and writer is critical to
writing and writing instruction in today’s world.
The blogging teacher in this research understood how to orchestrate such interactions in her
classroom. She knew how to use the blogging technology not only to tap into the students’
desire to write, but also in deciding how to develop activities and solutions to foster their growth
as writers and communicators with the larger audience within the blogging community. This
knowledge subsequently nurtured these bloggers’ growth as writers and communicators.
Student bloggers in this research also became empowered and motivated learners. They acted
as agents of their ideas that “inform[ed], change[ed], and shape[ed]” their blogger community
thinking (Schneider & Evans, 2008, p. 1). They became confident and were willing to share
with their readers their passions, interests, and opinions on various topics. As words and lan-
guage began to have authentic meaning for them and resonated with their readers, the students
began to feel ownership for their learning, ideas, and writing process (Cowie, 1984). They
were also making plans to improve their writing, setting personally relevant agendas for them-
selves as writers and what they wished for their audiences to know. This process increased
students’ self-agency in mastering the writing skills, thanks to the support these bloggers
received from the blogging community at large and from the teachers who reached out to this
community.
The blogging community in the current study was developed within and beyond the class-
room, and it was planned with ongoing classroom dialogue with the students about their writing
process. The teachers in this research facilitated such community development but were only
one of many voices within it (Walker, 2005). Such collaboration required the blogging teacher
to shift from a traditional pedagogy to a participatory pedagogy (Jenkins, Clinton, Purushotma,
Robinson, & Weigel, 2006). Within this new pedagogy, the teacher fulfilled the traditional roles
of a teacher in a classroom as an insider who recruited and guided the blogging community in
the learning process, as well as the new role as an outsider who left comments on student blogs

INFLUENCE OF CLASSROOM BLOGGING 433
(Davies & Merchant, 2007). Further research needs to focus on ways to recruit and empower
a blogging audience to be part of the blogging learning community. Teachers also will need
professional development in support of such participatory pedagogy.
In terms of the writing craft, student bloggers’ active engagement with the audience supported
their cognitive growth as writers as they began to move away from self-centered writing. After
Moffett’s (1968) theory of cognitive development, Blau (1983) called this process “decentering”
(p. 300), which is associated with the writer’s ability to reflect upon writing and adjust/rework
it with the readers in mind. The student bloggers also explored various ways to invoke and
speak directly to their readers, who were no longer only teachers. As a result, their writer
voices developed distinctive features, becoming engaging and personal, filled with opinions,
humor, expression, and playfulness. They enjoyed experimenting with ideas in ways that had
not occurred to them in the past. Writing suddenly had a purpose and meaning other than to
please the teacher or to earn a grade (Penrod, 2007).
It needs to be noted that the students’ writing was not perfect, for it included many spelling and
grammatical errors typical of the early stages of writing development. The teachers and respon-
dents to student writing in this research kept their comments on grammar, spelling, and style to
the necessary minimum, keeping the focus on helping these bloggers communicate their ideas
to their readers. This withholding of the red pen on the respondents’ part provided, in turn, an
ideal space for these student bloggers to engage in a “discussion of ideas in embryo” (Davies
& Merchant, 2007, p. 170). Although writing within such a context became “interacting—
dialogue, intimacy, and risk-[taking]” (Whithaus, 2005, p. 84)—the formative assessment that
accompanied it strengthened dialogue about ideas with the authentic audience (Whithaus, 2005).
Such an approach to writing and its formative assessment in this work “give meaning to the act
of writing and help students to develop new habits of thought about writing and its role in their
lives” (Clark, 2010, p. 28). At the same time, federally or state-mandated standardized testing has
had the effect of reducing the definition of what good writing entails (Herrington, Hodgson, &
Moran, 2009), and of narrowing the definition of how it should be evaluated (Genishi & Dyson,
2009).
On the other hand, blogging, as practiced in the current study, represented a new kind of space
for learning that connected the traditional classroom experience to opportunities for discussion,
exchange of passions, teaching others, and learning from others, beyond the classroom. As a
result, writing assumed a completely new meaning for these students. Such a meaning-making
process would have been hard to replicate in the study if the teacher had been the main reader of
their work. It was not just a matter of transferring classroom writing into digital spaces, either.
Rather, it was writing in a new way that fostered, among student bloggers, a strong desire to write
to communicate well, and it was writing whereby the audience and students coconstructed the
nature of this active written communication. Although this change might happen in any class-
room, particularly when the teacher chooses to employ the writer’s workshop approach to writing
instruction, how frequent are moments in a typical school context that allow students to commu-
nicate with readers across the globe in the way the bloggers in this project did? Thus, blogging
presents a worthwhile enhancement to typical and well-established ways of teaching writing.
It is not a replacement for classroom writing instruction, yet we must pursue it if we wish our
students to become motivated and effective writers online and offline, now and in the future, in
the classroom and beyond it. A carefully planned blogging experience allows us to re-imagine a
place where such pedagogy can be practiced.

434 MCGRAIL AND DAVIS
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APPENDIX
EXAMPLE OF A RESEARCHER ANALYSIS SHEET
Student: Anni Post-the Blogging Project Writing Sample #1
May 17, 2007
How do you see yourself as a reader or writer?
How do you think blogging will help you in these areas?
I think I wasn’t as good as writing as I am now because then I couldn’t even understand
my own writing, but now I write faster without making as many mistakes. I’ve also got better
in reading because sometimes the bloggers ask me what words mean, and if I do not pro-
nounce it right then I won’t ever find out what it means. I’ve been reading so good that I get
more chahenging books from the teachers library although I have trouble with teh word I keep
reading.
Blogging has really helped because when I have trouble with the words they give me I tell
them that I don’t know that word and on their next blog they tell me what it means and how to
pronounce it. And in my writing they tell: this does not make sence, or you can change these
words around. I am really glad that I joined blogging.

INFLUENCE OF CLASSROOM BLOGGING 437
Researcher analysis:
There is a stronger, more empowered voice. She is very reflective as she critiques her own writ-
ing progress. She compares and contrasts it. She does content analysis and synthesis. She uses
more complex structures, writes in a clearer and more purposeful way but makes more mechan-
ical errors than in her earlier writing because she is elaborating more. Her relationship with
the audience is more dynamic and tangible. She cites their conversation back to the reader. She
understands the value of networking and blogger community support.

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