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A Micro Analysis of Learners Responses to Procedural Facilitations Provided by the Writing Partner. Elliott, AlisonB [microform]
A Micro Analysis of Learners Responses to Procedural Facilitations Provided by the Writing Partner. Elliott, AlisonB [microform]
상세정보
- 자료유형
- 마이크로피시
- 언어부호
- 본문언어 - English
- 청구기호
- 서명/저자
- A Micro Analysis of Learners Responses to Procedural Facilitations Provided by the Writing Partner. : Elliott, AlisonB - [microform]
- 발행사항
- 형태사항
- 17; 1
- 총서명
- ERIC Reports
- 주기사항
- 17p.; Paper presented at the Annual Meeting of the American Educational Reseach Association (San Francisco, CA, April 20-24, 1992).
- 초록/해제
- 요약The development of narrative competence is an important part of the English curriculum in the early secondary school years. A study examined how four seventh-grade girls (two novice and two expert writers) responded to computer-based metacognitive guidance in the form of procedural facilitations. The facilitations were designed to assist the transition in story writing from a simple knowledge telling approach (a chronicle or listing of events) to a knowledge transforming approach (weaving or transforming multiple events, activities, and characters into a unified meaning structure). The procedural facilitation in this study was provided by a computer-based tool called the Writing Partner, and students participated in the computer-supported activities over a 10-week period as part of regular classroom writing activities. An examination of cognitive responses manifested in text construction activity traced students responses to this metacognitive guidance. Results showed that, for the two novice writers, participation in supported writing contexts was associated with a shift toward use of knowledge transforming strategies, improved story quality, and greater metacognitive knowledge of narrative text construction. For the two expert writers, whose stories already embodied characteristics inherent in a knowledge transforming approach to writing, the procedural facilitations served to refine existing competencies in constructing narrative text. (Two figures of data and 23 references are attached.) (AuthorSR)
- 복제주기
- Microfiche. . Springfield, VA : ERIC Document Reproduction Service. . microfiches ; 11×15 cm.
- 일반주제명
- 키워드
- 기타저자
MARC
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■001PCUL00328816
■002ED346459
■00520020730230120
■007heuumu---buua
■008980917s1992 us b 000 0 eng d
■040 ▼apcul
■0410 ▼aEnglish
■090 ▼a370.78▼bE68
■24500▼aA Micro Analysis of Learners Responses to Procedural Facilitations Provided by the Writing Partner.▼cElliott, AlisonB▼h[microform]
■260 ▼aAustralia; New South Wales▼cApr 92
■300 ▼a17; 1
■440 0▼aERIC Reports
■500 ▼a17p.; Paper presented at the Annual Meeting of the American Educational Reseach Association (San Francisco, CA, April 20-24, 1992).
■520 ▼aThe development of narrative competence is an important part of the English curriculum in the early secondary school years. A study examined how four seventh-grade girls (two novice and two expert writers) responded to computer-based metacognitive guidance in the form of procedural facilitations. The facilitations were designed to assist the transition in story writing from a simple knowledge telling approach (a chronicle or listing of events) to a knowledge transforming approach (weaving or transforming multiple events, activities, and characters into a unified meaning structure). The procedural facilitation in this study was provided by a computer-based tool called the Writing Partner, and students participated in the computer-supported activities over a 10-week period as part of regular classroom writing activities. An examination of cognitive responses manifested in text construction activity traced students responses to this metacognitive guidance. Results showed that, for the two novice writers, participation in supported writing contexts was associated with a shift toward use of knowledge transforming strategies, improved story quality, and greater metacognitive knowledge of narrative text construction. For the two expert writers, whose stories already embodied characteristics inherent in a knowledge transforming approach to writing, the procedural facilitations served to refine existing competencies in constructing narrative text. (Two figures of data and 23 references are attached.) (AuthorSR)
■533 ▼aMicrofiche.▼bSpringfield, VA▼cERIC Document Reproduction Service.▼emicrofiches ; 11×15 cm.
■650 4▼xEducation
■653 ▼aComputer Assisted Instruction▼aComputer Software▼aGrade 7▼aJunior High Schools▼aMetacognition▼aNarration▼aWriting Improvement▼aWriting Instruction▼aWriting Research▼aWriting Strategies▼aStory Writing▼aWriting Partner (Software)
■7001 ▼aElliott, AlisonB
■999 ▼a143; 150
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