Learning to Write with Metaphor: The Effects of a Unit on Writing with Metaphor on the Levels of Engagement of Two Fifth-Grade Classes

Abstract

The need for improved student achievement in writing is well-documented across all grades and scores continue to show slow gains. The evidence is clear that one way to improve student achievement is to increase engagement. Engaged students not only do better in school, but think of themselves as better students and are perceived by others, including their teachers, to be more successful. This study looks at a writing program based on the use of metaphor, and measures changes in student engagement before and after the writing lesson. It also looks at the writing produced by the students to determine how well they learned to write with metaphor and whether their writing evidenced use of well-developed metaphor, such as container and orientation metaphors. Conducted with two fifth-grade classes, the study uses quantitative and qualitative methods. The results indicated that the students overall did not show significant increases in engagement after the lesson. However, between the two classes, some differences did emerge. The study further examines whether students learned to use metaphoric concepts in their writing, and if the ability to write metaphorically differed by gender or class achievement.