ERIC Number: ED249522
Record Type: RIE
Publication Date: 1984-Apr
Reference Count: 0
Teaching Independent Reflective Processes in Writing: A Follow-Up Study.
Steinbach, Rosanne; And Others
One year after sixth grade students participated in an instructional intervention experiment aimed at teaching reflective planning skills in writing, a followup study focused on evidence of reflectivity in attitudes and metacognitive knowledge concerning writing. This study was conducted with 16 experimental and 13 control students. Data were collected during individual interviews, consisting of questions and procedures that required students to: (1) detail advice they would give an aspiring young writer of their age, (2) provide an account of what they do when they write, and (3) discuss and sort according to mature and immature thinking a set of 18 planning phrases associated with expert (reflective) and novice (exhibiting one's knowledge) approaches to writing. The results indicated that the cognitive changes generated by the original intervention persisted in the experimental students. Subjects from both the experimental and the control group indicated awareness of two principles: that information or knowledge is important for essay writing, and that planning is a good thing. For the control group, these two principles appeared to mean the same thing--planning was essentially generating content. The experimental group students, however, generally showed an awareness of writing as a reflective rather than a knowledge-telling process, and of planning as consisting of goals, decisions about how to achieve those goals, and formulation of attitudes and main ideas. (HTH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (68th, New Orleans, LA, April 23-27, 1984).