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Students are expected to use this process to communicate with a variety of audiences for a variety of purposes. Modelling and providing effective instruction is critical, especially in elementary grades, when students begin to experience difficulties in learning to write and use writing to learn content across the curriculum. Professional development can foster teachers' writing proficiency and in turn improve students' writing achievements. This mixed methods study examined elementary teachers' attitudes towards writing, perceptions of themselves as writing teachers, their students' attitudes towards writing and the extent to which these attitudes and perceptions improved after ten weeks of research-based professional development. Pre- and post-workshop surveys were administered to teachers, classroom observations were conducted, and students' writing portfolios collected to examine the quality of writing over the course of one semester. 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Writing teachers who wish to prepare students for success in the disciplines, but do not wish to be gatekeepers or guardians of a privileged variety of English, face a dilemma. This dissertation points toward an approach to error and standardization that avoids the prescriptive vs. descriptive dichotomy of whether to treat or not to treat error through. I also advocate bringing a perspective informed by sociolinguistics, second language writing, and discourse studies to the forefront of the WAC conversation on diverse student writers and error. Citation reproduced with permission of ProQuest LLC. Abridged abstract reproduced with the permission of ProQuest LLC. Full text available at URL below.", "publicationTitle": "Dissertation Abstracts International", "publisher": "", "place": "", "date": "August 2014", "volume": "75", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Dissertation Abstracts International", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Writing Across the Curriculum", "type": 1 }, { "tag": "diversity", "type": 1 }, { "tag": "relationship to errors", "type": 1 }, { "tag": "rhetoric and composition", "type": 1 }, { "tag": "teaching approaches", "type": 1 }, { "tag": "to standard language", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2015-02-10T18:39:18Z", "dateModified": "2015-02-10T18:39:18Z" } }, { "key": "X64N74ZB", "version": 14, "library": { "type": "group", "id": 325904, "name": "UA WAC for EN532", "links": { "alternate": { "href": "https://www.zotero.org/groups/ua_wac_for_en532", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/325904/items/X64N74ZB", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ua_wac_for_en532/items/X64N74ZB", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/325904/items/HZ5GSRJC", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1023277, "username": "smwhitver", "name": "Sara Maurice Whitver", "links": { "alternate": { "href": "https://www.zotero.org/smwhitver", "type": "text/html" } } } }, "data": { "key": "X64N74ZB", "version": 14, "parentItem": "HZ5GSRJC", "itemType": "attachment", "linkMode": "linked_url", "title": "EBSCO Record", "accessDate": "2015-02-10T18:38:08Z", "url": "http://libdata.lib.ua.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1003971&site=eds-live&scope=site&scope=cite", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2015-02-10T18:38:08Z", "dateModified": "2015-02-10T18:38:08Z" } }, { "key": "HZ5GSRJC", "version": 14, "library": { "type": "group", "id": 325904, "name": "UA WAC for EN532", "links": { "alternate": { "href": "https://www.zotero.org/groups/ua_wac_for_en532", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/325904/items/HZ5GSRJC", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/ua_wac_for_en532/items/HZ5GSRJC", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1023277, "username": "smwhitver", "name": "Sara Maurice Whitver", "links": { "alternate": { "href": "https://www.zotero.org/smwhitver", "type": "text/html" } } }, "creatorSummary": "Gallegos", "parsedDate": "2013-01-01", "numChildren": 1 }, "data": { "key": "HZ5GSRJC", "version": 14, "itemType": "journalArticle", "title": "Mapping Student Literacies: Reimagining College Writing Instruction within the Literacy Landscape", "creators": [ { "creatorType": "author", "firstName": "Erin Penner", "lastName": "Gallegos" } ], "abstractNote": "Through an examination of four current trends in composition instruction, this article presents a new lens for envisioning composition instruction that integrates the best aspects of the writing across the curriculum, genre-based curriculum approach, ecocomposition, and writing across communities theories of writing instruction. 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