Perspective Taking and Language Features in Secondary Students' Text-Based Analytical Writing

Autor/inn/en	Cho, Minkyung; Kim, Young-Suk Grace; Wang, Jiali
Titel	Perspective Taking and Language Features in Secondary Students' Text-Based Analytical Writing
Quelle	In: Scientific Studies of Reading, 27 (2023) 3, S.199-214 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cho, Minkyung) ORCID (Kim, Young-Suk Grace) ORCID (Wang, Jiali) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2022.2132864
Schlagwörter	Perspective Taking; Secondary School Students; English Language Learners; Writing Evaluation; Writing Skills; Syntax; Language Usage; Essays; Student Characteristics; Instructional Program Divisions; Native Language; Comparative Analysis; Scoring; News Reporting; Student Attitudes; California + Suchen Sie Ihr Suchwort? Zukunftsperspektive; Sekundarschüler; Writing skill; Schreibfertigkeit; Sprachgebrauch; Essay; Aufsatzunterricht; Bewertung; News report; Reportage; Schülerverhalten; Kalifornien
Abstract	This study examined the extent of perspective taking and language features represented in secondary students' text-based analytical writing. We investigated: (1) whether perspective taking is related to writing quality, accounting for language features in writing; (2) whether students' English learner status is related to perspectives represented in their writing; and (3) whether the relation between perspective taking and writing quality differs by the level of language features (e.g., syntactic diversity, appropriate word usage, and tone). Secondary students' text-based analytical essays (N= 195, Grades 7-12) were coded for perspective taking and language features and analyzed using multiple regression. There was a higher frequency of own-side perspectives than dual perspectives. Dual perspective was related to writing quality after accounting for student demographics and grade levels. However, the relation was no longer statistically significant when language features were accounted for. English learners exhibited significantly less own-side perspectives compared to their English-only counterparts, but there was no difference in dual perspectives, which might be due to overall low frequency of dual perspectives represented in students' text-based analytical writing. The findings suggest the roles of both perspective taking and language features in quality writing. [For the corresponding grantee submission, see ED623455.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01