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ERIC Number: ED338725
Record Type: RIE
Publication Date: 1991-Mar
Pages: 29
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
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)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Canada; Rhetoric of Epistemic
Note: In: "Teaching Advanced Skills to Educationally Disadvantaged Students" (see UD 028 249).