東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Adolescent Writing Instruction: A Return to the Sentence.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Adolescent Writing Instruction: A Return to the Sentence./
作者:	Vroom, Toni-Ann M.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	161 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-03, Section: A.
Contained By:	Dissertations Abstracts International83-03A.
標題:	Secondary education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28544904
ISBN:	9798535512075

Adolescent Writing Instruction: A Return to the Sentence.
Vroom, Toni-Ann M.

Adolescent Writing Instruction: A Return to the Sentence. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 161 p.

Source: Dissertations Abstracts International, Volume: 83-03, Section: A.

Thesis (Ph.D.)--St. John's University (New York), 2021.

This item must not be sold to any third party vendors.

The ability to write well is inextricably linked to reading comprehension, acquisition of content knowledge, and college and career readiness. Many adolescent students, especially those from economically challenged (EC) households, struggle in their ability to communicate in writing, especially in writing to explain or inform across subject areas. While high school students are expected to produce compositions and research papers, they often need the most support at the single sentence level. The purpose of this qualitative study was to explore the characteristics of students' writing in a high school serving students from predominantly ED households in a large urban setting, a school that implemented a method of scaffolded and embedded writing instruction across all subject areas. This study was framed by sociocultural theory (Vygotsky, 1978), cognitive load theory (Sweller, 1988), and the capacity theory of writing (McCutchen, 1996). Content analysis of historical student and teacher-created documents was used to examine the characteristics of writing composed by 79 ninth grade students before and after four months of exposure to the Hochman Method sentence-level scaffold, and to explore educators' perceptions of the impact of the writing instruction on their students' writing as well as their own practice. An inductive analysis of educator interviews was used to provide context for the student and teacher document analysis. Direct participants included two teachers and one instructional coach. This study extended previous research about embedded grammar instruction and writing across content areas. Limitations included the inability to interview students and time between the phenomenon and educator interviews due to school-based challenges posed by the COVID-19 coronavirus pandemic. Findings highlight the importance of students' command of the sentence in expository writing and the impact of embedding writing instruction in the content areas. Further research should be done to investigate the impact of embedded, sentence-level writing instruction on the writing of adolescent students, including English Language Learners. Recommendations for educators and policymakers are discussed.

ISBN: 9798535512075Subjects--Topical Terms:

2122779
Secondary education.
Subjects--Index Terms:

Content area writing

Adolescent Writing Instruction: A Return to the Sentence.
LDR:03454nmm a2200385 4500 001 2349563
005 20230509091114.5
006 m o d
007 cr#unu||||||||
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798535512075
035 $a (MiAaPQ)AAI28544904
035 $a AAI28544904
040 $a MiAaPQ $c MiAaPQ
100 1 $a Vroom, Toni-Ann M. $3 3688974
245 1 0 $a Adolescent Writing Instruction: A Return to the Sentence.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 161 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-03, Section: A.
500 $a Advisor: Blake, Brett Elizabeth.
502 $a Thesis (Ph.D.)--St. John's University (New York), 2021.
506 $a This item must not be sold to any third party vendors.
520 $a The ability to write well is inextricably linked to reading comprehension, acquisition of content knowledge, and college and career readiness. Many adolescent students, especially those from economically challenged (EC) households, struggle in their ability to communicate in writing, especially in writing to explain or inform across subject areas. While high school students are expected to produce compositions and research papers, they often need the most support at the single sentence level. The purpose of this qualitative study was to explore the characteristics of students' writing in a high school serving students from predominantly ED households in a large urban setting, a school that implemented a method of scaffolded and embedded writing instruction across all subject areas. This study was framed by sociocultural theory (Vygotsky, 1978), cognitive load theory (Sweller, 1988), and the capacity theory of writing (McCutchen, 1996). Content analysis of historical student and teacher-created documents was used to examine the characteristics of writing composed by 79 ninth grade students before and after four months of exposure to the Hochman Method sentence-level scaffold, and to explore educators' perceptions of the impact of the writing instruction on their students' writing as well as their own practice. An inductive analysis of educator interviews was used to provide context for the student and teacher document analysis. Direct participants included two teachers and one instructional coach. This study extended previous research about embedded grammar instruction and writing across content areas. Limitations included the inability to interview students and time between the phenomenon and educator interviews due to school-based challenges posed by the COVID-19 coronavirus pandemic. Findings highlight the importance of students' command of the sentence in expository writing and the impact of embedding writing instruction in the content areas. Further research should be done to investigate the impact of embedded, sentence-level writing instruction on the writing of adolescent students, including English Language Learners. Recommendations for educators and policymakers are discussed.
590 $a School code: 0192.
650 4 $a Secondary education. $3 2122779
650 4 $a Reading comprehension. $3 519378
650 4 $a Teaching. $3 517098
650 4 $a Linguistics. $3 524476
650 4 $a Writing instruction. $3 3681636
650 4 $a Learning. $3 516521
650 4 $a Teachers. $3 529573
650 4 $a Student writing. $3 3548314
653 $a Content area writing
653 $a Discrete grammar instruction
653 $a Embedded grammar instruction
653 $a Scaffolding
653 $a Sentence-level instruction
690 $a 0533
690 $a 0290
710 2 $a St. John's University (New York). $b SOE Department of Education Specialties. $3 3554766
773 0 $t Dissertations Abstracts International $g 83-03A.
790 $a 0192
791 $a Ph.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28544904