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ERIC Number: ED346459
Record Type: Non-Journal
Publication Date: 1992-Apr
Pages: 17
Abstractor: N/A
Reference Count: N/A
A Micro Analysis of Learners' Responses to Procedural Facilitations Provided by the "Writing Partner."
Elliott, Alison
The development of narrative competence is an important part of the English curriculum in the early secondary school years. A study examined how four seventh-grade girls (two novice and two expert writers) responded to computer-based metacognitive guidance in the form of procedural facilitations. The facilitations were designed to assist the transition in story writing from a simple knowledge telling approach (a chronicle or listing of events) to a knowledge transforming approach (weaving or transforming multiple events, activities, and characters into a unified meaning structure). The procedural facilitation in this study was provided by a computer-based tool called the "Writing Partner," and students participated in the computer-supported activities over a 10-week period as part of regular classroom writing activities. An examination of cognitive responses manifested in text construction activity traced students' responses to this metacognitive guidance. Results showed that, for the two novice writers, participation in supported writing contexts was associated with a shift toward use of knowledge transforming strategies, improved story quality, and greater metacognitive knowledge of narrative text construction. For the two expert writers, whose stories already embodied characteristics inherent in a knowledge transforming approach to writing, the procedural facilitations served to refine existing competencies in constructing narrative text. (Two figures of data and 23 references are attached.) (Author/SR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A