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ERIC Number: EJ1146101
Record Type: Journal
Publication Date: 2017
Pages: 7
Abstractor: As Provided
ISSN: ISSN-0034-0561
Written Feedback to Support Students' Higher Level Thinking about Texts in Writing
Wang, Elaine; Matsumura, Lindsay Clare; Correnti, Richard
Reading Teacher, v71 n1 p101-107 Jul-Aug 2017
Supporting upper elementary students' higher level (i.e., analytic) thinking about texts in writing is a challenge for many teachers, in large part because what it means to analyze text is not well defined and because this skill is a relatively new expectation in elementary grades. In this article, the authors clarify the goal of three common types of writing assignments that guide students to apply higher level thinking: analysis of literary elements, comparing and contrasting, and interpreting theme. The authors identify some common ways that students' responses can fall short of the intended thinking demands and offer suggestions for written feedback that teachers can give to get students back on track.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A