ERIC Number: ED338725
Record Type: RIE
Publication Date: 1991-Mar
Reference Count: 0
Teaching Writing to Students at Risk for Academic Failure.
Bryson, Mary; Scardamalia, Marlene
Cognitively-based writing instruction for educationally disadvantaged students is examined, focusing on epistemic writing. The object of epistemic writing is to inquire into a particular topic and to familiarize/persuade the reader with the fruits of the investigation. In reviewing the distinctions between novice and expert writers, two models of competence in written composition are apparent: the knowledge-telling approach of novice writers, and the knowledge-transforming strategies of expert writers. To foster a shift from the novice to expert, research suggests that the higher order thinking skills that underlie epistemic writing must be fostered. A specific writing environment, Monitoring Instruction plus Strategic Execution (MUSE), was designed for 31 tenth-graders in Canadian classes for normally achieving and learning-disabled students. Specific portions of instructional time were spent in modeling expert-like thinking strategies. Posttest results suggest the potential of the strategy for bringing students closer to the expert position, the writing-to-learn process. Implications for instruction of at-risk students are discussed. Two figures and a 35-item list of references are included. The paper's discussant is Harvey A. Daniels in a training section entitled "Teaching Writing to At-Risk Students". (SLD)
Descriptors: Academic Failure, Educationally Disadvantaged, Elementary Secondary Education, Foreign Countries, High Risk Students, Learning Disabilities, Modeling (Psychology), Remedial Instruction, Student Writing Models, Teaching Methods, Thinking Skills, Writing (Composition), Writing Instruction, Writing Strategies
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Canada; Rhetoric of Epistemic
Note: In: "Teaching Advanced Skills to Educationally Disadvantaged Students" (see UD 028 249).