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Autor/inn/en | Collins, Penelope; Tate, Tamara P.; won Lee, Joong; Krishnan, Jenell A.; Warschauer, Mark |
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Titel | A Multi-Dimensional Examination of Adolescent Writing: Considering the Writer, Genre and Task Demands |
Quelle | In: Reading and Writing: An Interdisciplinary Journal, 34 (2021) 8, S.2151-2173 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Collins, Penelope) ORCID (Tate, Tamara P.) ORCID (Warschauer, Mark) Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0922-4777 |
DOI | 10.1007/s11145-021-10140-x |
Schlagwörter | Grade 7; Grade 8; Second Language Learning; Second Language Instruction; English (Second Language); Limited English Speaking; Writing Evaluation; Literary Genres; Native Speakers; Language Minorities; School Districts; Persuasive Discourse; Essays; Language Proficiency; Vocabulary Skills; Task Analysis School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Literarische Form; Muttersprachler; Sprachminderheit; School district; Schulbezirk; Persuasion; Persuasive Kommunikation; Essay; Aufsatzunterricht; Language skill; Language skills; Sprachkompetenz; Aktiver Wortschatz; Aufgabenanalyse |
Abstract | We examined the contributions of English proficiency, genre, and the use of textual sources to adolescent writing. The sample included 1819 native English speakers and language minority students from 127 seventh- and eighth-grade classes in an urban school district. Students were randomly assigned one of three source-based essay prompts (narrative, explanatory or argumentative) as part of the annual state assessment, and all students wrote a common, on-demand argumentative essay that did not require the use of textual sources. Overall, language minority students who were fluent English proficient wrote higher quality nonsource-based essays that contained more difficult vocabulary, were better structured, and used examples and details more effectively than native English speakers. They also outperformed native English speakers in source-based writing. Students with limited English proficiency showed weaker performance on both source-based and nonsource-based writing tasks. Differences in English proficiency held across genres. Students who wrote argumentative essays obtained higher ratings than those who wrote narrative or explanatory essays. Source-based and nonsource-based writing were moderately correlated. Regression analyses revealed that in addition to English proficiency and genre, reading comprehension's contribution to source-based writing was almost double that of nonsource-based writing. Implications of the findings for theory and practice are discussed. [For the corresponding grantee submission, see ED613194.] (As Provided). |
Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |