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Journal of Writing Research最新文献

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Learning to write synthesis texts in secondary education: a review of intervention studies 中学教育中综合文本写作的学习:干预研究综述
IF 4.1 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2019-02-07 DOI: 10.17239/JOWR-2019.10.03.01
L. van Ockenburg, D. van Weijen, Gert Rijlaarsdam
This study aims to explore effective ways in which students can learn to write synthesis texts. First, through a systematic literature search we found 16 (quasi-)experimental studies from 6th grade to undergraduate level in the field of learning to write source-based synthesis texts, that met our inclusion criteria. Second, we formulated a general instructional design principle, that included three main processes: (a) selecting relevant/important information from sources, (b) organizing, and (c) connecting that information. Bottom-up analyses of the six most effective studies yielded a set of learning activities that contribute to the improvement of students’ performance on writing synthesis texts. Subsequently, we supplemented our general design principle with relevant learning activities obtained from these effective interventions. One effective intervention differed considerably from the others due to its divergent nature, but its content was considered valuable enough to warrant the inclusion of an additional design principle. The design principles formulated in this study can be used as guidelines for future interventions in synthesis writing or as a means of support for teachers who want to develop educational materials for teaching synthesis writing.
本研究旨在探索学生学习撰写综合文本的有效途径。首先,通过系统的文献检索,我们发现了16项(准)实验研究,从6年级到本科,在学习编写基于源代码的综合文本领域,符合我们的纳入标准。其次,我们制定了一个通用的教学设计原则,包括三个主要过程:(a)从来源中选择相关/重要信息,(b)组织,以及(c)连接这些信息。对六项最有效的研究进行自下而上的分析,得出了一系列有助于提高学生综合文本写作成绩的学习活动。随后,我们用从这些有效干预中获得的相关学习活动补充了我们的总体设计原则。一种有效的干预措施由于其不同的性质而与其他干预措施大不相同,但其内容被认为是有价值的,足以保证纳入额外的设计原则。本研究中制定的设计原则可以作为未来综合写作干预的指导方针,也可以作为支持教师开发综合写作教学材料的一种手段。
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引用次数: 23
Book presentation: Cislaru, G., & Olive, T. (2018). Le processus de textualisation. Analyse des unités linguistiques de performance écrite [The textualisation process. Analysis of linguistic units of written performance]. Bruxelles: De Boeck. 书的介绍:Cislaru, G., & Olive, T.(2018)。文本化过程。书面表现语言单位分析[文本化过程]。= =地理= =根据美国人口普查,这个县的总面积是,其中土地和(3.064平方公里)水。布鲁塞尔:De Boeck。
IF 4.1 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2019-02-01 DOI: 10.17239/JOWR-2019.10.03.06
Sirine Bouriga
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引用次数: 0
Unfolding choices in digital writing: The language of academic revisions 在数字写作中展开选择:学术修订的语言
IF 4.1 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2019-02-01 DOI: 10.17239/JOWR-2019.10.03.03
N. Bowen
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引用次数: 4
Predicting human lexical richness ratings of short French, German, and Portuguese texts using text-based indices 使用基于文本的索引预测短法语、德语和葡萄牙语文本的人类词汇丰富度评级
IF 4.1 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2019-02-01 DOI: 10.17239/JOWR-2019.10.03.04
J. Vanhove, Audrey Bonvin, Amelia Lambelet, Raphael Berthele
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引用次数: 3
Book review: The lifespan development of writing 书评:写作的终身发展
IF 4.1 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2019-02-01 DOI: 10.17239/JOWR-2019.10.03.07
María Arrimada
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引用次数: 0
‘Does It Work?’ Adapting Evidence-Based Practices to Teach Argumentative Writing “有用吗?”适应基于证据的实践来教授议论文写作
IF 4.1 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2019-02-01 DOI: 10.17239/jowr-2019.10.03.05
A. Malpique, A. V. Simão
The current study examined the impact of adapting an evidence-based instructional approach to develop ninth-grade students' argumentative writing and self-regulated strategy use. Following the Self-Regulated Strategy Development (SRSD) model, strategies to plan and write argumentative texts were implemented in two Portuguese classrooms. The model relies heavily on the use of mnemonic strategies to support instruction. Thus, incremental effects of using dual-coding mnemonics (i.e., visual and verbal mnemonics) were explored when implementing SRSD instruction. For the first group (n = 23), SRSD instruction included verbal and visual mnemonics; for the second group (n = 25), SRSD instruction included verbal mnemonics alone. Groups were compared with a control group (n= 25) receiving standard writing instruction. The following findings were significant: a) SRSD instruction increased writing quality, organising, and spontaneous planning; b) dual-coding mnemonics enhanced writing quality, development of ideas, organising, language clarity, and spontaneous planning; c) national exams completed 15 weeks after instruction reinforced the effectiveness of the adapted SRSD strategies. The process of culturally adapting and implementing SRSD instruction to teach argumentative writing will be discussed, including the potential incremental effects of adding visual mnemonics to the SRSD instructional routine.
本研究考察了采用循证教学方法培养九年级学生议论文写作和自我调节策略使用的影响。遵循自我调节策略发展(SRSD)模式,在两个葡萄牙语教室中实施了计划和写作议论文的策略。该模型在很大程度上依赖于使用助记策略来支持教学。因此,在实施SRSD教学时,研究了使用双编码助记法(即视觉助记法和言语助记法)的增量效应。第一组(n = 23), SRSD教学包括言语和视觉助记;对于第二组(n = 25), SRSD教学仅包括言语助记。对照组(n= 25)接受标准写作指导。以下发现是显著的:a) SRSD教学提高了写作质量、组织和自发计划;B)双编码助记法提高了写作质量、思想发展、组织、语言清晰和自发计划;c)教学后15周完成的国家考试加强了适应的SRSD策略的有效性。本文将讨论文化适应和实施SRSD教学来教授议论文写作的过程,包括在SRSD教学常规中添加视觉助记法的潜在增量效果。
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引用次数: 5
Choices within Constraint: Using SFL Genre Theory to Teach primary-grade ELLs to Write Arguments in Language Arts 约束下的选择:运用外语体裁理论教小学生写语言艺术中的论点
IF 4.1 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2019-02-01 DOI: 10.17239/jowr-2019.10.03.02
J. Moore
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引用次数: 8
An Examination of the Design Principles Underlying a Self-Regulated Strategy Development Study 对自我调节策略发展研究的设计原则的检验
IF 4.1 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2018-10-01 DOI: 10.17239/JOWR-2018.10.02.02
S. Graham, K. Harris
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引用次数: 33
Teaching perspective taking and coherence generation to improve cross-genre writing skills in secondary grades: A detailed explanation of an intervention 提高中学学生跨体裁写作技巧的教学视角和连贯生成:一项干预措施的详细解释
IF 4.1 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2018-10-01 DOI: 10.17239/jowr-2018.10.02.06
J. Grabowski, Moti Mathiebe, Sabine Hachmeister, Michael Becker-Mrotzek
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引用次数: 2
An analytic description of an instructional writing program combining explicit writing instruction and peer-assisted writing 结合显性写作指导和同伴辅助写作的教学写作计划的分析描述
IF 4.1 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2018-10-01 DOI: 10.17239/jowr-2018.10.02.04
F. De Smedt, H. Van Keer
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引用次数: 1
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Journal of Writing Research
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