Literaturnachweis - Detailanzeige
| Autor/inn/en | Colby, Rebecca G.; und weitere |
|---|---|
| Titel | Experience Based Writing and the At-Risk Student. |
| Quelle | (1995), (43 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Cooperation; Experiential Learning; Grade 3; High Risk Students; Primary Education; Remedial Programs; Writing (Composition); Writing Difficulties; Writing Instruction; Writing Research; Virginia |
| Abstract | A study sought to promote improved work among six at-risk students in a third-grade writing workshop in a central Virginia school by varying the standard workshop format: mini lesson followed by free writing. The approach was to replace mini-lessons with multi-sensory, hands-on experiences followed by brainstorming activities and evaluate how the provision of such experiences affects students' writing. Taking place over a 3-week period, the study consisted of six interventions with students--two per week. In the first intervention of each week, the experimenters provided a brief mini-lesson related to a theme; then students wrote for 20 minutes. In the second, they provided a hands-on experience thematically similar to that used in the first intervention; then students wrote for 20 minutes. Quantitative analysis took three forms: word count, average length of sentence, and a scale that measured content, creativity, and language usage. The study worked from four hypotheses: (1) at-risk students will rely on the provided experiences for topic ideas and will demonstrate an increased facility in generating detail; (2) with the provided experiences as a catalyst, students' writing will show increased efforts at creativity; (3) after actively participating in the provided experience, students enthusiasm for the writing workshop will increase and attitudes toward writing will improve; and (4) the increased enthusiasm will lead to more on-task behavior during writing time, as students will be more focused and more productive. The first three hypotheses proved true; the fourth met with mixed results. (Contains 20 references and 9 graphs.) (TB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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