ERIC Number: ED224048
Record Type: RIE
Publication Date: 1982-Nov
Reference Count: 0
Investigating Language Function in Students' Oral Response to Written Composition.
Gere, Anne Ruggles
To learn more about the kind of learning that occurs when students read and receive response to their writing, a study was designed to develop an analytical system by which to describe the language of writing groups. Nine writing groups were examined, two from grade 5, four from grade 8, and three from grades 10 through 12. The data collected included 5,000 idea units contained in 36 transcripts of the student writing groups. The idea units in the transcripts were coded for three general functions: directing, informing, and eliciting. Results showed a high percentage of directive function in the language of students. Students directed group procedures with statements such as "Okay, let's get started." They also made directive statements about one another's writing. The informing function was the most common, and like the directing function, it included both writing and the group among its topics. Students informed one another about group procedures and about their writing. Writers not only received considerable information from others in the writing group, they also learned about themselves. The process of reading aloud made writers more aware of their own language. The least frequently occurring function was eliciting. Students used this function primarily to ask questions about procedures or to solicit advice from the group. (A sample coded transcript is appended.) (HOD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Writing Groups
Note: Paper presented at the Annual Meeting of the National Council of Teachers of English (72nd, Washington, DC, November 19-24, 1982).