Teaching Secondary English Learners to Understand, Analyze, and Write Interpretive Essays about Theme

Autor/inn/en	Olson, Carol Booth; Land, Robert; Anselmi, Thelma; AuBuchon, Charlie
Titel	Teaching Secondary English Learners to Understand, Analyze, and Write Interpretive Essays about Theme
Quelle	In: Journal of Adolescent & Adult Literacy, 54 (2010) 4, S.245-256 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1598/JAAL.54.4.2
Schlagwörter	Writing Evaluation; Learning Strategies; Essays; Limited English Speaking; Writing Assignments; Urban Schools; English (Second Language); Low Income Groups; Secondary School Teachers; Faculty Development; Cognitive Processes; Scaffolding (Teaching Technique); Thinking Skills; Teaching Methods; Comparative Analysis; High Stakes Tests; Student Placement; Community Colleges; College Students; Reading Instruction; Writing Instruction; Reading Skills; Writing Skills; California + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Essay; Aufsatzunterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; English as second language; English; Second Language; Englisch als Zweitsprache; Cognitive process; Kognitiver Prozess; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerpraktikum; Community college; Community College; Collegestudent; Leseunterricht; Schreibunterricht; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Kalifornien
Abstract	Members of a site of the California Writing Project conducted the study in this article in partnership with a large, urban, low-SES school district where 93% of the students speak English as a second language and 69% are designated Limited English Proficient. Over an eight-year period, a relatively stable group of 55 secondary teachers engaged in ongoing professional development implemented a cognitive strategies approach to reading and writing instruction, making visible for approximately 2,000 students per year the thinking tools experienced readers and writers access in the process of meaning construction. This article describes the final year of the project which addressed teaching students to understand, analyze, and write interpretive essays about theme. Students who received cognitive strategies instruction focused on theme significantly out-gained peers on holistically scored assessments of academic writing, on a high stakes statewide writing assessment, and on English placement exams at the local community college. (Contains 2 figures and 5 tables.) (As Provided).
Anmerkungen	International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10