Children's writing: some findings from data collected longitudinally

White, Janet A.

doi:10.1080/0267152890040204

Cited by 1 publication

(2 citation statements)

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“…Furthermore, regardless of the type of task, more girls than boys wrote about plants, animals and other topics that have relevance to their lives, whereas more boys wrote about technological applications in the physical sciences. These findings are similar to those established in gender difference research into reading and writing preferences, and patterns of interest in science (DES, 1988;White, 1989;Bransky & Quaker, 1993). The indication is that girls are more interested in the humanistic and socially relevant elements of science, whereas boys are more interested in the technological and creative aspects.…”

Section: Discussionsupporting

confidence: 87%

“…The results here suggest that writing prompts might be useful, at least for students lacking experience in informal and personal writing in science. Based on views offered by Soter (1987), Ruth & Murphy (1988), Newell & Winograd (1989), White (1989) and Konopek et al (1991), it is likely that with the appropriate writing prompts, a writing activity for students can be less difficult and confusing, motivating them to develop more complex and creative science-related ideas, and encouraging the expression of a higher level of content integration.…”

Section: Discussionmentioning

confidence: 99%

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Informal Science Writing Produced by Boys and Girls: writing preference and quality

Levine

Geldman-Caspar

1996

British Educational Res J

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Five informal science-related writing tasks of 374 seventh grade boys and girls (ages 12-13) from two US schools were analysed. Both differences and similarities were revealed between boys' and girls' preferences and performance. Almost 60% of the boys preferred to write about science-related inventions, whereas girls' preferences were distributed among the different tasks. Content differences revealed a more practical perception of science among girls as opposed to a more imaginative one among boys. The boys wrote more formally and concisely whereas the girls produced longer written works, provided more detailed information and seemed to adapt better to the style demand of the different tasks. The quality of boys' and girls' writing, as reflected by the scope of the contents and the depth of treatment, was relatively poor. Boys and girls alike revealed curiosity concerning the heart and the brain, its structure and functioning, a desire to find a cure for cancer and AIDS, and a great concern for the environment. The integration of science and writing reflects a new perspective on gender differences in both science and writing, where the gap seems to be narrower than that typically found when science and writing are examined separately. Authentic writing examples are provided and implications for classroom practices aimed at enhancing communication skills and minimising gender-related difference in both science and writing are discussed.

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Section: Discussionsupporting

confidence: 87%