Conitive operations in construction main points in written composition  

Oleh:

Scardamalia, Marlene ; Bereiter, Carl ; Burtis, P. J.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Journal of Memory and Language (Full Text) vol. 27 no. 3 (Jun. 1988), page 261-278.
Fulltext: 27_03_Bereiter_Burtis_Scardamalia.pdf (1.53MB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/JML/27 Non-tandon: tidak ada Tandon: 1

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Two experiments were conducted. In the first, thinking-aloud protocols were collected from students in Grades 4, 6, and 8 and from adults who were planning an argument essay. Older writers constructed more sophisticated main points and took longer. Protocols revealed six types of problem-solving moves which a path analysis showed could account for the sophistication of the main point. In the second experiment, children in Grades 5 and I I were asked to choose between good and bad paraphrases of a main point they had written. The choices and justifications of younger students suggested that they had not intended to produce a main point when they wrote. The results are interpreted in terms of knowledge telling and knowledge-transforming models of composition.

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