Writing as a learning tool: Testing the role of students’ writing strategies |
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| Authors: | Marleen Kieft Gert Rijlaarsdam Huub van den Bergh |
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| Institution: | (1) Utrecht Institute of Linguistics OTS, Utrecht University, Trans 6, 3512 JK Utrecht, The Netherlands;(2) Research Institute for Child Development and Education, University of Amsterdam, Spinozastraat 55, 1018 HJ Amsterdam, The Netherlands |
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| Abstract: | The claim that writing facilitates students’ learning, although widely accepted, has little support from empirical research.
A possible explanation for the lack of empirical evidence is that writing-to-learn research has disregarded that students
use different writing strategies. The purpose of the present experimental study is to test whether it is effective to adapt
writing-to-learn tasks to different writing strategies when teaching literature. A course “Learning to write argumentative
texts about literature” was developed in two different versions: one adapted to a planning writing strategy, the other to
a revising writing strategy. Participants were 113 tenth-grade high school students in the Netherlands. Our hypothesis is
an adaptation hypothesis: we expect that the more a student will use a planning writing strategy, the more the student will
profit from the lessons in the planning condition, and that the more a student uses a revising writing strategy, the more
beneficial the revising condition will be. However, results show that for improving literary interpretation skill, a course
adapted to the planning writing strategy is more effective for almost all students. |
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