Article 8

I. Title: Drawing into Meaning: A Powerful Writing Tool
II. Author: Joyce Armstrong Carroll
III. Author’s Purpose: The author wants readers, teachers, to see how
drawings, pictures of some sort, add meaning to writing.
IV. What are the points made in the review of the literature? Do they
support the need for the study?
A. Keep drawing as part of writing
B. The use of drawings to enhance writing keeps kids going
C. Drawing enhances thinking skills
D. Practicing writing is one way to help students develop voice in
their writing
E. Model this for students
F. There is a relationship between words and images
V. Author’s Inquiry Question: If drawing, scribbling, and doodling,
fascinate us all, if all these loops and lines hold tacit meaning, why don’t
we use drawing in middle and high school as the powerful writing tool it
is?
VI Author’s Methodology:
A. Who is being studied? Students and teachers in middle and high school classrooms
B. Over what length of time: No exact length of time is given; maybe over a school year
C. What data is being collected? The author uses samples of drawing and writing from
students
D. How is it being analyzed? Discussion on how the visual and auditory work together to
enhance creativity
E. Any other interesting or pertinent data: You need to use both visual and auditory
skills to learn, the two modes release human creativity.
VII. How the author collected information? The author visited many
middle and high schools, interacted with the teachers and students, and
discussed this information with them.
VIII. What the Author Discovered or Conclusions/Implications:
Drawing is not just for children who can’t write. Images at any age are
part of making meaning. Use images as a writing tool.