The Composing Processes of Twelfth Graders. [Report No.: NCTE-RR-13

Autor/in	Emig, Janet
Institution	National Council of Teachers of English, Urbana, IL.
Titel	The Composing Processes of Twelfth Graders. [Report No.: NCTE-RR-13
Quelle	(1971), (160 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Autobiographies; Case Studies; Cluster Grouping; Cognitive Processes; Data Analysis; Educational Change; Grade 12; High School Students; Hypothesis Testing; Language Research; Student Behavior; Tape Recorders; Verbal Communication; Writing (Composition) + Suchen Sie Ihr Suchwort? Autobiography; Autobiografie; Autobiographie; Case study; Fallstudie; Case Study; Eingruppierung; Cognitive process; Kognitiver Prozess; Auswertung; Bildungsreform; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hypothesenprüfung; Hypothesentest; Sprachforschung; Student behaviour; Schülerverhalten; Schreibübung
Abstract	This inquiry examines the composing process of twelfth-grade writers, using a case study method. Eight twelfth graders were asked, in four sessions, each, to give autobiographies of their writing experiences and to compose aloud three times in the presence of a tape recorder and an investigator. Four hypotheses were formulated: (1) Twelfth-grade writers engage in two modes of composing - reflexive and extensive - characterized by processes of different lengths with different clusterings of components; (2) These differences can be ascertained and characterized through having twelfth-grade writers compose aloud; (3) In the composing process of these writers, a set of stylistic principles governs the selection and arrangement of components--lexical, syntactic, rhetorical and imagaic; and (4) For twelfth-grade writers extensive writing occurs chiefly as a school-sponsored activity; reflexive, as a self-sponsored one. The data reveal that: (1) For the sample students, the sponsorship of these two modes of composing is divided, with extensive writing occurring chiefly as the school-sponsored mode and with reflexive writing occurring as a self-sponsored activity; and (2) The composing process for the two modes differs in length and in the clustering of components. The data suggest, for future studies, an extensive examination of the verbal behavior of the students when composing aloud. Finally, the data strongly imply that changes need to be made in the way composition is taught in American secondary schools. (Author/CK)
Anmerkungen	The National Council of Teachers of English, 1111 Kenyon Road, Urbana, Illinois 61801 (Stock No. 14629: $3.00; 15 or more, $2.70 each, prepaid)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01