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ERIC Number: ED316860
Record Type: Non-Journal
Publication Date: 1989-Oct
Pages: 21
Abstractor: N/A
Reference Count: N/A
Minority Student Perspectives on the Use of Intervention Strategies in Writing Classrooms.
Siddle, Emilie Vanessa
A study examined the effects of intervention strategies on the revisions minority students made in narrative essays in a process-oriented classroom. Thirteen African-American and Latino students enrolled in a private boarding school in New England participated in the research. The effect of teacher interventions was explored through two mini-lessons, one peer conference, and one set of teacher comments written directly on student papers. At the end of the essay sequence, students participated in individual interviews, and student papers were analyzed to measure the absolute number of changes, type of changes, and level of changes after each intervention. Results revealed that teacher intervention generated numerous changes and revisions primarily on a sentence level, while the peer conference produced fewer changes, mostly of word and word unit substitutions. These changes were more closely related to the types of revisions students made when no interventions were present. Findings suggest (1) that for these minority students, in contrast to earlier findings regarding process writing, the input of a teacher is greatly valued as long as that input is perceived as providing new information; and (2) that peer conferences were not valued because these students did not generally perceive peers as being able to help. These findings further suggest that directive instruction gives minority students access to a power with writing that they do not have as long as they are confined by their own insecurities about written expression. (Two figures of data are included.) (KEH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A