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| Autor/in | Allal, Linda |
|---|---|
| Titel | Text Transformations as an Indicator of Self-Regulation in Writing. |
| Quelle | (1993), (22 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Elementary School Students; Females; Foreign Countries; Grade 6; Inferences; Intermediate Grades; Learning Processes; Metacognition; Revision (Written Composition); Writing (Composition); Switzerland |
| Abstract | A conceptual framework is presented for studying the processes of metacognitive regulation involved in complex learning activities such as text composition. A method is demonstrated for analyzing text transformations as a means of making inferences about underlying processes of regulation. Data are from a study of four female sixth graders in Switzerland (two high achievers and two medium achievers) writing informative texts for a school exhibit. The analysis focuses on transformations introduced by each subject as she passed from notes to the initial text draft. Transformations are such things as addition or deletion, replacement, or change of location of information in a text. Data show that subjects made minimal use of all types of transformations, but that higher achieving students do show greater mobility in deployment of these tools. Results suggest that high-achieving students vary the type of transformation to obtain a wide range of optional transformations, while middle-achieving students carry out relatively more conventional transformations using predominantly simple means. The study shows how the analysis of text transformations can be used to make inferences about the underlying operations of metacognitive regulation involved in writing. Two figures and three tables illustrate the study findings. (Contains 10 references.) (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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