Classroom Writing Tasks and Students' Analytic Text-Based Writing

Autor/inn/en	Matsumura, Lindsay Clare; Correnti, Richard; Wang, Elaine
Titel	Classroom Writing Tasks and Students' Analytic Text-Based Writing
Quelle	In: Reading Research Quarterly, 50 (2015) 4, S.417-438 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
Schlagwörter	Writing Skills; Writing Assignments; Task Analysis; Writing (Composition); Writing Instruction; Writing Teachers; Grade 5; Urban Schools; School Districts; Teacher Surveys; Journal Writing; Cognitive Processes; Difficulty Level; Time on Task; Abstract Reasoning; Predictor Variables; Professional Development; Academic Standards; State Standards + Suchen Sie Ihr Suchwort? Writing skill; Schreibfertigkeit; Aufgabenanalyse; Schreibübung; Schreibunterricht; School year 05; 5. Schuljahr; Schuljahr 05; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Zeitschriftenaufsatz; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Zeitaufwand; Abstraktes Denken; Denken; Prädiktor
Abstract	The Common Core State Standards emphasize students writing analytically in response to texts. Questions remain about the nature of instruction that develops students' text-based writing skills. In the present study, we examined the role that writing task quality plays in students' mastery of analytic text-based writing. Text-based writing tasks (N = 149) were collected from 27 fifth-grade teachers in an urban district, and teachers completed daily surveys (i.e., instructional logs) to assess the frequency of their reading and writing instruction (30-45 days total). Students (N = 793) completed a performance assessment of their text-based writing skills. Results showed that the large majority of writing tasks guided students to retrieve isolated facts or engage with surface-level features of texts in their writing (i.e., were of a low level of cognitive demand). The cognitive demand of text-based writing assignments predicted multiple features of students' writing performance, including students' ability to reason analytically about texts (effect size [ES] = 0.46), use evidence to support their claims (ES = 0.46), and organize their writing (ES = 0.35), even after controlling for other dimensions of literacy instruction. The quality (grist) of text to which students responded predicted one dimension of students' writing performance, use of evidence to support their claims (ES = 0.37). Designing cognitively demanding text-based tasks should be considered an essential part of writing instruction reform and professional development programs for teachers that aim to increase students' writing skills aligned to the Common Core. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01