Literaturnachweis - Detailanzeige
Autor/inn/en | Collins, Penelope; Tate, Tamara P.; Lee, Joong won; Krishnan, Jenell A.; Warschauer, Mark |
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Titel | A Multi-Dimensional Examination of Adolescent Writing: Considering the Writer, Genre and Task Demands |
Quelle | (2021), (23 Seiten)
PDF als Volltext (1); PDF als Volltext (2) |
Zusatzinformation | ORCID (Collins, Penelope) ORCID (Tate, Tamara P.) ORCID (Warschauer, Mark) Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Adolescents; Grade 7; Grade 8; Middle School Students; Writing (Composition); Language Proficiency; Literary Genres; Native Speakers; English Language Learners; Limited English Speaking; Essays; Difficulty Level; Reading Comprehension; Writing Skills; California Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schreibübung; Language skill; Language skills; Sprachkompetenz; Literarische Form; Muttersprachler; Essay; Aufsatzunterricht; Schwierigkeitsgrad; Leseverstehen; Writing skill; Schreibfertigkeit; Kalifornien |
Abstract | We examined the contributions of English proficiency, genre, and the use of textual sources to adolescent writing. The sample included 1819 native English speakers and language minority students from 127 seventh- and eighth-grade classes in an urban school district. Students were randomly assigned one of three source-based essay prompts (narrative, explanatory or argumentative) as part of the annual state assessment, and all students wrote a common, on-demand argumentative essay that did not require the use of textual sources. Overall, language minority students who were fluent English proficient wrote higher quality nonsource-based essays that contained more difficult vocabulary, were better structured, and used examples and details more effectively than native English speakers. They also outperformed native English speakers in source-based writing. Students with limited English proficiency showed weaker performance on both source-based and nonsource-based writing tasks. Differences in English proficiency held across genres. Students who wrote argumentative essays obtained higher ratings than those who wrote narrative or explanatory essays. Source-based and nonsource-based writing were moderately correlated. Regression analyses revealed that in addition to English proficiency and genre, reading comprehension's contribution to source-based writing was almost double that of nonsource-based writing. Implications of the findings for theory and practice are discussed. [This is the online version of an article published in "Reading and Writing."] (As Provided). |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |