Do effective practices for teaching writing change students' relationship to writing? Exploratory study with students aged 10-12 years

Abstract

The present research aims to highlight the impact of effective writing instruction on 1) the progress that students can make in their written products and 2) the relationship that students have with writing. It is not yet known what influence such instruction can have on primary school students' relationship with writing, particularly the emotional, conceptual and axiological dimensions of this relationship. Writing instruction that includes known effective practices was contrasted with a teacher's usual practices. Two classes of 10-to 12-year-old students (a total of 40 students) were given instruction aimed at supporting their production of the same kind of text, but based on either usual practices or known effective practices. The results show that writing instruction that implements effective practices leads to greater progress by students than a teacher's usual practices. In addition, students who experienced the system combining effective principles for teaching writing reported an improvement in their relationship with writing.

Representaciones sociales de la escritura en educación básica, en las áreas del conocimiento de matemáticas, ciencias sociales y lengua castellana

“…However, there are studies that specify the relationship between learning and reading and writing skills for Colognesi, S., & Niwese, M. (2020), it is crucial the performance of systemic changes of brought, as writing improves the exploration relationship and this strengthens the knowledge, its value for literature, language and student performance in the classroom, the great purpose of the research conducted is how the writing practices have an important function to solve daily life situations in the short, medium and long term, in addition to allowing the subject to develop skills in the academic and later professional field, because writing is not a simple motor act, but an intellectual activity that involves processes such as planning, organization of ideas, reflections to process and capture on paper, in this cognitive process a wide range of linguistic knowledge is revealed, such as the syntactic organization of sentences, a lexicon and appropriate spelling, and most importantly, to generate pleasure when writing.…”