Fifth-Grade Students' Knowledge about Writing Process and Writing Genres

Autor/inn/en	Gillespie, Amy; Olinghouse, Natalie G.; Graham, Steve
Titel	Fifth-Grade Students' Knowledge about Writing Process and Writing Genres
Quelle	In: Elementary School Journal, 113 (2013) 4, S.565-588 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/669938
Schlagwörter	Elementary School Students; Grade 5; Story Grammar; Persuasive Discourse; Reports; Literary Genres; Writing Processes; Regression (Statistics); Gender Differences; Writing Achievement; Interviews; Student Attitudes; Writing Instruction; Childrens Writing; Writing (Composition); Writing Skills; Knowledge Level; Help Seeking + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; Persuasion; Persuasive Kommunikation; Abschlussbericht; Berichten; Literarische Form; Regression; Regressionsanalyse; Geschlechterkonflikt; Interviewing; Interviewtechnik; Schülerverhalten; Schreibunterricht; 'Children''s writing; Writing; Child; Children; Children''s writings'; Kinderschrift; Schreibstil; Kind; Kinder; Schreibübung; Writing skill; Schreibfertigkeit; Wissensbasis; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten
Abstract	The purpose of this study was to determine what students know about the process of writing and the characteristics of stories, persuasive arguments, and informational reports. Participants were 50 grade 5 students. Students responded to questions about writing process and the three different types of writing, and showed a nuanced but relatively unsophisticated understanding of the processes underlying writing and the characteristics of three types of writing. Most of their responses centered on procedures for writing and drafting texts as well as obtaining and organizing information for writing. They described each writing genre by referring to elements specific to it, but these descriptions were not complete for any of the three types of writing. Results of regression analyses revealed that students' knowledge about substantive writing processes predicted how much they knew about each type of writing after gender, writing achievement, and emphasis on production procedures during writing were first controlled statistically. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10