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ERIC Number: ED458596
Record Type: Non-Journal
Publication Date: 2001
Pages: 8
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Effects of Four Writing Strategies on Fifth Graders' Production of Written Ideas across Three Aims of Discourse.
Fowler, Elaine Danielson
A study investigated the effects of four writing strategies on fifth graders' idea production across three aims of discourse (informative, expressive, and persuasive) and the effect of gender. The four strategies tested were clustering, drawing, freewriting, and thinking. More than 100 children from varied socioeconomic backgrounds and ethnic groups in each of the 4fifth grade, public school classrooms participated in the study which took place in a southwestern suburban city. All members of a given class used the same strategy: Visible Drawers drew before writing their compositions; Think Timers did no overt planning, but were asked to recall and think about what they knew and might write about their topics; Freewriters produced a draft by writing continuously and as rapidly as possible throughout prewriting sessions; and Clusterers selected keywords or phrases to represent their topics. After strategy training, each student wrote three compositions--an expressive, an informative, and a persuasive. Compositions were scored. Data were subjected to three tests of statistical significance. All three tests indicated that Freewriters and Clusterers produced significantly more written propositions than were produced by Visible Drawers and Think Timers. However, in no case was the numerical difference between scores of these two least productive groups found to be statistically significant. Data also indicated that fifth graders can write for a variety of aims, though they tended to produce the greatest number of written ideas when writing informative papers and the fewest for persuasive. Strategies were equal for male and female. (NKA)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A