A distinct difference was found between groups, with the treatment group clearly demonstrating stronger qualities of sense of setting, beginning, middle, end, plot development, use of descriptive language, voice, and overall quality of writing. This was true for both grades one and two. A distinct difference was found between treatment and comparison groups with the treatment group demonstrating a heightened ability to express their ideas through the use of visual elements of color, texture, shape, detail, composition, sequence, and overall use and quality of visual information. This held true for both grades one and two. Image-Making Within the Writing Process operates in the classroom as part of the language arts program.
Children find stories hidden in their textured papers.
When it is time for the children to begin the process of putting ideas down on paper, they are purposely not directed toward either writing first or making pictures first. In this way, they approach writing from a position of personal strength and enthusiasm. Textured papers then become the raw materials for building colorful collage images. As children weave together story images in pictures and words, stories unfold through a lively, interactive creative process. Collage images also provide a concrete tool for revision.