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ERIC Number: ED380816
Record Type: Non-Journal
Publication Date: 1994-Nov
Pages: 29
Abstractor: N/A
Reference Count: N/A
Instruction in Metaphor and Its Influence on Revisions Made by Third- and Fifth-Graders.
Rudden, Jane F.
Research efforts in the area of metaphor have concentrated on its natural occurrence in children's language, its role in comprehension processes, and the cognitive developmental stages influencing children's interpretations of metaphor. A study considered the influence of instruction in metaphor on the revising processes of third- and fifth-graders as measured by pre- and post-treatment drafts of a writing task. Ten third- and ten fifth-graders voluntarily participated. One hour of instruction in the recognition and generation of metaphor was delivered to each group separately; the instruction was followed by a period during which the children revised their drafts. Analysis of post-treatment drafts indicate an increase in the use of metaphor in the writing samples of both groups. These findings confirm the suggestion that metaphor is a useful form of redescription (McQuade 1983) and helps writers to see things differently. All participants showed an eagerness to learn about metaphor and were outwardly pleased with successful attempts to abandon a literal expression in favor of a metaphoric counterpart. Revisions were further analyzed for type using L. Faigley and S. Witte's (1981) Revision Taxonomy. Paired "t" tests revealed no significant mean differences between groups for revision types. Semi-structured interviews revealed a preference for literal expression, with only few exceptions. (Contains 36 references, two appendixes of research materials, and three tables of data.) (Author/TB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A