The Effects of Written Berween-Draft Responses on Students' Writing and Reasoning About Literature  

Oleh:

Newell, George E.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Written Communication ( sebagian Full Text) vol. 11 no. 3 (Jul. 1994), page 311-347.
Fulltext: Written Communication-1994-NEWELL-311-47.pdf (3.49MB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/WRC/11 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

Although studies of writing and literary understanding have demonstrated the value of analytic essay writing for enhancing story understanding, these studies have focused on students' initial interpretations without considering the effects of a teacher's support and direction. The purpose of this study was to explore how 9th- (n = 6) and llth- (n = 6) grade students reformulated and extended their initial written analyses of two short stories through revisions fostered I1y two different kinds of between-draft written comments. After revising initial drafts in two response modes (directive and dialogue), the students wrote paragraph-length responses to posttest questions of story understanding. Results indicated significant (p < .05) main effects for response condition and grade level, with the dialogue condition enhancing story understanding more than the directive condition, and the 11th graders attaining higher posttest scores than the 9th graders. Data from composing-aloud protocols revealed that the dialogue condition supported the students' reformulation of their own interpretations constructed in the initial drafts, while the directive condition seemed to shift the students away from their own in initial interpretations of the stories.

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