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1.
Yu‐Fen Yang 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(4):687-700
As students' problem‐solving processes in writing are rarely observed in face‐to‐face instruction, they have few opportunities to participate collaboratively in peer review to improve their texts. This study reports the design of a reciprocal peer review system for students to observe and learn from each other when writing. A sample of 95 undergraduate students was recruited to construct texts with the support of web‐based reciprocal peer review in the processes of modelling, coaching, scaffolding, articulation, reflection and exploration. The results of the study revealed that these six processes helped students externalise and visualise their internal writing processes so that they could observe and learn from peers in writing as well as support peers in making text revisions. During their extensive and reciprocal interactions with various peers, students addressed mutual concerns in each other's text revisions. They constructed collaborative language knowledge for text improvement as local revisions (grammatical corrections) and global revisions (corrections on the development, organization or style of a text) were made in their final texts. The students' perceptions towards text improvement in this web‐based peer review of modelling, coaching, scaffolding, articulation, reflection and exploration are also discussed in this study. 相似文献
2.
Keiichi Kobayashi 《Learning and individual differences》2009,19(1):130-134
This study examined the influence of three personal factors, namely, prior knowledge about the text topic, external strategy use during reading, and experience in college, on students' comprehension of the relations among controversial texts. Eighty-six 1-year and 80 3-year undergraduate students answered a questionnaire assessing topic knowledge. One week later, they read two controversial texts and then completed two tasks assessing their comprehension of intertextual relations and recall of intratextual arguments respectively. The results indicated that topic knowledge influenced the comprehension of intertextual relations through enhancing the processing of intratextual arguments. The production of summary notes during reading had indirect and direct positive effects. Longer experience in college led to a better understanding of intertextual relations. 相似文献
3.
Maureen Walsh 《Literacy》2008,42(2):101-108
Debates continue in public and in educational policy forums about the ‘basics’ of literacy while many have not recognised that these basics may never be the same again. Rapid changes in digital communication provide facilities for reading and writing to be combined with various and often quite complex aspects of music, photography and film. At the same time, educational policy and national testing requirements are still principally focused on the reading and writing of print‐based texts. This paper examines evidence from classroom research to analyse the nature of multimodal literacy, the literacy that is needed in contemporary times for reading, viewing, responding to and producing multimodal and digital texts. Examples of students' engagement in multimodal literacy are presented to demonstrate how classroom literacy practices can incorporate the practices of talking, listening, reading and writing together with processing the modes of written text, image, sound and movement in print and digital texts. 相似文献
4.
Sylvia Pantaleo 《Literacy》2016,50(2):83-92
Notwithstanding the complex and dynamic nature of teaching and learning in schools, over four decades of research findings have consistently revealed a correlation between teacher expectations and student achievement. Focusing on teacher expectations for the narrative structures created by young children, this article features a discussion of data gathered during a multifaceted study with 7‐ and 8‐year‐old students. The overall purpose of the case study research was to explore the development of student understanding of elements of visual art and design and diverse narrative structures in picturebooks. For the culminating activity of the research, the students had opportunities to apply and transform their knowledge of the instructional foci when they composed their own multimodal print texts. Analysis of the students' narrative structures revealed the multiple forms of metalepsis, the purposeful breaking of storyworld/narrative boundaries, evident in their writing and artwork. In addition to a discussion about the socially situated nature of the children's multimodal text‐making, the article includes a consideration of the importance of teacher expectations with respect to student literacy engagement and achievement. 相似文献
5.
This article introduces the cognitive affective engagement model (CAEM) of multiple source use. The CAEM is presented as a way of unifying cognitive and behaviorally focused models of multiple text engagement with research on the role of affective factors (e.g., interest) in text processing. The CAEM proposes that students' engagement with multiple texts may be explained by the default stance toward task completion they adopt. Students' default stances are defined according to two dimensions: their level of affective engagement with the topic of the task and their habits with regard to text evaluation. Default stances are used to explain a host of multiple text use behaviors, such as text selection, duration of text access, and document information access, and performance outcomes, including text recall and integration. Directions for future research on the CAEM are proposed. 相似文献
6.
Drawing on the Documents Model Framework, in two studies we investigate the types of multiple text models (e.g., mush model, separate representations model, documents model) reflected in students’ written responses, composed based on multiple texts. In among the first studies to holistically code written responses for the type of multiple text models they reflect, we find evidence for all of the multiple text representations specified in the Documents Model. We further examine the types of integration, or cross-textual connections, featured in students’ responses, including evidentiary (i.e., corroborating evidence), thematic (i.e., comparing main ideas across texts), and contextual (i.e., comparing meta-textual information, like author expertise) connections. Finally, we associate the types of multiple text models reflected in students’ written responses with various measures of integration, including the number of discourse connectives and citations included and self-reports of strategy use (Study 1), as well as with integrative utterances reported during a cued think-aloud (Study 2). 相似文献
7.
The use of integrated writing tasks instead of traditional impromptu writing-only tasks is gaining ground in the teaching and assessment of EFL/ESL writing. Source text as the distinct feature of the integrated writing and the concern to improve its quality for the enhanced students' engagement has been a fertile line of inquiry. In this regard, the present study used a body of 67 Iranian intermediate EFL learners in three modalities: emotionalized reading-to-write (ERW) group which received emotionally-loaded source texts along with the emotional activities based on Goleman's Emotional Intelligence framework, reading-to-write (RW) group which developed their essays based on the texts with no focus on their emotional content and a writing-only (WO) group as the control group which followed the traditional writing procedure. The findings showed that ERW group outperformed RW group on the integrated writing tasks. In addition, ERW group performed better than the RW and WO on the overall independent writing task. Furthermore, the emotional intelligence of the students in the ERW group improved more than that of the RW and WO groups in the study. The study discusses that the emotional content of the source text followed by the emotionalized activities would significantly enhance the learners’ engagement with the source text in the reading-to-write tasks and consequently improve their writing. The implications and suggestions for further research are next discussed. 相似文献
8.
Sylvia Pantaleo 《English in Education》2015,49(2):113-129
9.
Writing and pseudo‐writing from Internet‐based sources: implications for learning and assessment 
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下载免费PDF全文 Håvard Skaar 《Literacy》2015,49(2):69-76
In recent years, plagiarism has been on the increase across the Western world. This article identifies Internet access as a contributory cause of this trend and addresses the implications of readily available Internet sources for the teaching and assessment of writing in schools. The basis for the article is a previous study showing a wide incidence of plagiarism in the Internet‐based writing of students in three classes at upper secondary school level in Norway. I relate the students' choices to writing as a cognitive process and as a cultural practice. My basic assumption is that the students' writing is work. It is this work we have in mind when we relate writing to learning and when we assess students' skills on the basis of their written texts. Access to the Internet changes the premises for this work because writing can be replaced by ‘pseudo‐writing’. ‘Pseudo‐writing’ is a work reducing writing practice, which neither excludes nor coincides with what we traditionally associate with plagiarism in schools. The main point in this article is that when students have access to the Internet during essay writing, the result is unavoidably a product of both writing and pseudo‐writing. Internet access thus leads to greater uncertainty about the role writing plays in student learning and makes it more difficult to take written assignments into account in assessing students' school results and effort. 相似文献
10.
This research aims to promote our understanding of feedback engagement processes in writing tasks using a combination of online and offline measures, including eye-tracking, thinking-aloud, and text-analyses. Study 1 explored how sixteen students read, evaluate, and use feedback for revision. Results revealed three feedback processing strategies: (1) superficial processing (n = 6), which is characterized by reading feedback in a linear way, without critically rereading or revising the text, (2) local processing (n = 6) in which students switched between reading the comments and the commented text, and (3) deep processing (n = 4) in which students integrated the feedback with both commented and uncommented parts of the text and made more substantial revisions. In Study 2, we investigated the local and deep feedback reading strategy in more detail with 41 students using a within-subject design with different types of feedback. Results demonstrated the same strategies among students, but also that the focus of feedback affected students' revision behavior, above and beyond an individual feedback processing strategy. This finding is in line with previous research that emphasized the effects of feedback characteristics on students’ use of feedback. By triangulating various process measures, this research is one of the first that provides empirical evidence for different feedback processing strategies among students. These novel insights in individual feedback engagement processing can be used to extend and refine current theories on how, when, and why feedback works and for whom. 相似文献
11.
Carolyn W. Keys 《科学教学研究杂志》1999,36(9):1044-1061
The purposes of this study were to (a) investigate how one group of middle school students generated meanings for scientific data and expressed them in writing, and (b) develop a methodology for assessing the relationship between students' written text and their scientific thinking. Previous research on writing to learn has focused on the reformulation of content material supplied by the teacher, rather than authentic inquiry data that provide opportunities for meaningful interpretation. The research design was a content analysis of documents produced in a naturalistic setting. Data analysis focused on the frequency, placement, and purpose of meaningful inferences embedded in the reports, as well as coding for the elaboration, extension, and enhancement of science ideas. Results indicated that many student reports included a minimal number of written inferences, expressing only vague meanings for the data. However, some students integrated inference and data, using inference to (a) explain specific meanings for data points in context, and (b) pose new hypotheses to explain data. An analysis of expansion characteristics revealed that some students were able to elaborate richly upon their initial ideas through the use of language, thereby generating new meaning for the investigations. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 1044–1061, 1999 相似文献
12.
《The Journal of educational research》2012,105(1):37-47
Abstract The self-regulated strategy development approach to instruction was used to help 3 middle school students who had learning problems, including attention deficit hyperactivity disorder and specific language impairment, learn a strategy for planning and writing expository essays. The composition strategy helped students to consider their topic in advance and to use text structure knowledge to develop 5-paragraph essays. Regular education teachers provided instruction to the target students in inclusive classrooms; special education teachers facilitated the writing program. A multiple-probe design across students (R. D. Horner & D. M. Baer, 1978) was used to assess the effects of the strategy. Instruction had a positive effect on the students' approach to writing and overall writing performance. Four weeks following instruction, students' papers remained improved and were still longer and more complete. 相似文献
13.
William J. Sweeney Amy M. Ehrhardt Ralph Gardner Lori Jones Rachel Greenfield Sue Fribley 《Psychology in the schools》1999,36(4):305-318
This study evaluated the effects guided notes on the performance of academically at‐risk high school students during a remedial summer American History class. The study compared students' own notetaking strategies with that of short‐ and long‐form guided notes. Three students were selected for data collection due to their low baseline notetaking accuracy and quiz scores and a history of severe learning problems: One was enrolled in special education programs for developmental disabilities and the other two were enrolled in English as a Second Language programs (ESL). A modified ABAB reversal design with an imbedded alternating treatments design during intervention (A. E. Kazdin, 1982) was used to compare the effects of students' notetaking accuracy and daily quiz scores while taking their own notes with the effects of responding under the short‐ and long‐form guided notes. The results indicated that both guided notes procedures were successful at increasing the accuracy of students' notes, improving session quiz scores, and were overwhelmingly preferred when compared with students taking their own notes. Differences were the number of concepts written correctly. Practical considerations and implications for adoption in the classroom were discussed. © 1999 John Wiley & Sons, Inc. 相似文献
14.
刘蕴秋 《外语教学理论与实践》2013,2(1):55-61
本文探索了从课程文本阅读入手,通过构建真实社会情景展开的写作教学实践及其对英语师范生学习成长的影响。作者采用定性与定量相结合的方法,选取某校英语专业三年级26名师范生及1名综英任课教师为研究对象,全程参与并记录教学实施过程,并以初稿、二稿、同伴互评、反思文本及教师点评为主要数据来源。研究结果显示,通过开展新模型下的写作教学实践,师范生在写作态度、英语语言能力及外语学科教学知识方面发生了变化,学习成长显著。文章最后指出,文本、范文演示分析和教学活动等起到了中介作用,帮助学生通过自身努力而达到学习成长。 相似文献
15.
The aim of this study was to improve 7th- and 8th-grade students' (N = 83) compare–contrast reports when writing from sources. An instructional unit was designed and implemented for this purpose. It focused on increasing students' knowledge of compare–contrast text structure and on having students memorize and use a table to plan the structure of their reports. There was a large effect size of instruction, such that students in the instruction group made far greater gains in the holistic and structural quality of their writing (from pretest to posttest) than students in the control group. 相似文献
16.
Yu‐Fen Yang Hui‐Chin Yeh Wing‐Kwong Wong 《British journal of educational technology : journal of the Council for Educational Technology》2010,41(2):287-306
As proposed by social constructive theorists, meaningful learning and individual development were achieved through social interaction. To foster social interaction among students, this study formed an online learning community in which they played multiple roles as writers, editors and commentators. In playing different roles, they read peers' texts, edited peers' errors, evaluated peer editors' corrections and finally reconstructed their own texts. Results of this study showed that the multiple roles they played allowed them to have opportunities to view their own texts from others' perspectives. Based on these perspectives, they were more willing to acquire information from and contribute information to peers. All of this extensive information acquisition and contribution resulted in meaning construction of texts as active students improved their final drafts in both local revision (grammatical correction) and global revision (the style, organisation and development of a text) after receiving and evaluating feedback from peer editors. Their final drafts were very different from those of passive students whose first and final drafts were almost the same despite some grammatical revisions. This study suggests that, rather than relying only on an examination of students' final drafts, there may be benefits in teachers encouraging students to actively participate in social interaction by reading peers' texts, editing peers' errors and evaluating peer editors' corrections during text revisions. 相似文献
17.
John Keen 《Curriculum Journal》2013,24(3):255-280
This article discusses revisions to personal narrative writing made by Year 7 students (aged 11–12) in a UK secondary school. The concept of strategic revision was used as a basis for analysing drafts and revised texts in order to investigate strategies and techniques deployed by students in the process of revision and how these related to expectations student writers had of their readers. These analyses suggest that, given a reasonably supportive instructional environment, some Year 7 students can revise their own written texts strategically, and that in doing so they may recruit, and perhaps acquire, a range of writing skills and associated procedural knowledge. They also suggest that in the process of revising their texts, some student writers may have altered their expectations of their readers' understanding, ability to interpret and willingness to empathise. Implications for researching writing processes and for the writing curriculum are suggested, including the use of students' revisions to tap into the complex sets of procedural knowledge which seem to underlie aspects of writing and writing development. 相似文献
18.
Sema Soygenis Murat Soygenis Emine Erktin 《The International Journal of Art & Design Education》2010,29(3):283-293
This article discusses the process of a study designed to develop university students' sketching skills in schools of architecture. Acknowledging the relationship between cognition and writing, it aims to investigate the role of writing in learning sketching among architecture students and to examine how students regulate their thoughts by writing as they work on their free hand sketches. It includes writing texts before and after sketching tasks to improve sketching. The study was implemented in a school of architecture at a Turkish university as part of an elective course on sketching. The students' works were evaluated in terms of their sketches, texts and self‐reports of their thinking and the views and comments of the tutor who carried out the programme. This article discusses how the study was conceived and developed. The results of this study may provide insights for educators in developing strategies in teaching and learning of sketching and design, using multi modes of thinking. 相似文献
19.
The use of writing to learn mathematics at the university-level is a pedagogical tool that has been gaining momentum. The setting of this study is a second-year differential equations class where written assignments have been incorporated into the course. By analyzing survey results and students' written work, we examine the extent to which students view writing as an effective learning strategy, as well as their beliefs about the relationship between mathematical writing and communication. We also discuss what students' narratives reveal about their past mathematical experiences. 相似文献
20.
The extent to which children's reading experiences influence their writing production is not well understood. It is imperative that the connections between these literacy practices are elucidated in order to inform the development of stimulating curricula and to support children's development. This paper presents new data and key findings from a project investigating relationships between children's free choice reading and volitional writing in Key Stage 2 (9–10 years). The data were collected in two primary schools in northern England, using mixed methods. Quantitative data were collected using an online reading survey taken by 170 children, and qualitative data were provided through independent writing journals maintained by 38 participants. Through analysis of the data using a multiliteracies approach, we demonstrate that the writing that children choose to do is influenced by the texts they encounter as readers in terms of content, text type and linguistic style. The child readers in this project encountered texts in different media and created texts in a range of genres. By examining a sample of children's written texts from the data set, we show that children's interactions and transactions with texts as readers and writers are complex and multiple. Children creatively work across media, and in doing so the boundaries of traditional text genres and styles are redeveloped and redesigned. These findings highlight the importance of providing children with opportunities to freely choose and create texts and recognising the wide variety of text experiences that children bring to their classroom learning. 相似文献