Teaching writing to middle school students in Portugal and in Brazil: an exploratory study

Simão, Ana Margarida Veiga; Malpique, A.; Frison, Lourdes Maria Bragagnolo; Marques, André M.

doi:10.1007/s11145-015-9606-8

Cited by 36 publications

(49 citation statements)

References 32 publications

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“…Although not all planning occurs in paper, the infrequent construction of a written plan might be associated with the difficulties students seem to have with managing time for writing (Graham & Harris, 2000), which was one of the strategies reported less frequently by both groups. Research comparing teaching practices and perceptions about writing in middle-schools found that 75% of Portuguese and 54% of Brazilian teachers included explicit methods to teach self-regulated writing very infrequently (Veiga Simão et al, 2016). Moreover, while both groups of teachers viewed teaching writing as a shared responsibility, Brazilian teachers perceived this idea to be more important.…”

Section: Discussionmentioning

confidence: 99%

“…Indeed, despite the similar policies for teaching writing in Portugal and in Brazil, practices for teaching writing may differ and teachers may uphold different perceptions about writing and writing instruction (Veiga Simão et al, 2016), which in turn may affect students' development of self-regulated strategies for writing. Considering that learning to write is 'acquired through culturally specific, formal and informal systems of pedagogy' (Luke, 1988, p.17), differences between Portuguese and Brazilian students' options to initiate and control their writings reinforce the idea that self-regulated writing is a culturally and contextually bounded process.…”

Section: Discussionmentioning

confidence: 99%

“…In a recent study, Veiga Simão and colleagues (2016) found differences between Portuguese and Brazilian middle-school teachers' practices and perceptions about writing. The authors found that teachers rarely employed practices to promote students' self-regulated writing, such as developing prewriting activities or teaching proof reading strategies (Veiga Simão, Malpique, Frison, & Marques, 2016). Taken together, these results help make the case that perceptions and practices for writing development and writing instruction may immerge in different educational and cultural contexts, substantiating the need to develop empirical research investigating Portuguese and Brazilian students' options to self-regulate their writing.…”

Section: The Present Studymentioning

confidence: 94%

“…Despite the limited research investigating self-regulated writing from a contextual perspective, research previously reviewed here suggest that students use different strategies to initiate and control the writing process in different educational contexts (Kaplan, Lichtinger, & Gorodetsky, 2009). Furthermore, research on writing instruction indicated statistically significant differences between Portuguese and Brazilian teachers' practices for teaching writing and perceptions about writing (Veiga Simão et al, 2016), including in the practices used to promote self-regulated writing. Thus, we anticipated differences between Portuguese and Brazilian students reported use of self-regulated strategies for writing.…”

Section: The Present Studymentioning

confidence: 99%

“…Researchers aiming to confirm these findings should consider contextual differences in the underlying writing education, including teaching practices. In many countries research on writing instruction is particularly scarce, and teachers' instructional practices and perceptions about writing differ across educational contexts and cultures (Graham & Rijlaarsdam, 2016;Veiga Simão et al, 2016). Future research is clearly needed to examine classroom-level predictors of self-regulated writing, including writing instruction variables but also overall classroom quality, such as classroom organisation and instructional support.…”

Section: Conclusion and Implications For Theory And Practicementioning

confidence: 99%

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Self-Regulated Strategies for School Writing Tasks: A Cross-Cultural Report

Malpique

Simão

Frison

2017

Psychology of Language and Communication

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We investigated cross-cultural differences in ninth-grade students' reported use of self-regulated strategies for writing. We assessed 12 self-regulated strategies for writing tapping environmental, behavioural, and personal self-regulated processes. Seven hundred and thirty-two Portuguese and Brazilian students in transition to high school (M age = 14.3; 372 male and 306 female) from mainstream urban schools reported on their use of the strategies. Statistical analyses included a multivariate analysis of variance (MANOVA) with 12 dependent variables (self-regulated strategies for writing) and 2 between-subjects variables (country and gender). There were significant main effects for country with medium effect sizes and statistically significant small effect sizes for gender main effects. All-male and all-female comparisons indicated significant differences and medium effect sizes within gender groups. The majority of the differences tapped personal self-regulated strategies. Taken together, these findings suggest that initiating and controlling writing may be a contextualised bounded process.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: The Present Studymentioning

confidence: 94%

Section: The Present Studymentioning

confidence: 99%

Section: Conclusion and Implications For Theory And Practicementioning

confidence: 99%

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Self-Regulated Strategies for School Writing Tasks: A Cross-Cultural Report

Malpique

Simão

Frison

2017

Psychology of Language and Communication

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Teaching Writing in Grades 7–9 in Urban Schools in Chinese Societies in Asia

Hsiang

Graham

Wong

2017

Reading Research Quarterly

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A random sample of 1,313 grades 7-9 Chinese language arts teachers in Shanghai, Hong Kong, Macao, and Taipei were surveyed about their instructional writing practices. When asked about their college, inservice, and personal preparation, three out of four teachers indicated that they were poorly prepared to teach writing. They were slightly positive about themselves and writing, their students and writing, and their effectiveness as writing teachers. Textbooks, school guidelines, national standards, and high school entrance exams played a prominent role in shaping how they taught writing, but a sizable minority of teachers indicated that they mostly designed their own writing program. Writing classes occurred infrequently, as just one in six teachers held a class more often than once every two weeks. Teachers used evidence-based practices, but such procedures were typically applied only once a month. Students completed a broad range of writing activities during the school year and applied a variety of revising and planning procedures. Consistent with sociocultural theory, teachers from the four locations evidenced differences on almost every variable studied, although the observed differences were mostly a matter of degree (i.e., teachers applied certain practices more or less frequently). Teachers' preparation, beliefs about writing, and frequency of writing classes predicted their instructional practices and how frequently students engaged in specific writing activities. W riting is a versatile tool. People use it to record information, communicate, persuade, socialize, learn, create imaginary worlds, and explore who they are (Graham, 2006). In most countries today, writing is essential to success at school and work (e.g.,

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Recentering Purpose and Audience as Part of a Critical, Humanizing Approach to Writing Instruction

Land

2020

Reading Research Quarterly

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This study addressed tensions faced by teachers in balancing the types of writing valued in today’s schools, the needs of today’s writers beyond school, and the rich cultural and linguistic resources that students bring into today’s classrooms. Drawing from data generated in a larger study of teachers in an inquiry group and their related classroom practice, I focus on one fourth‐grade teacher’s work to explore the following research question: How might teachers translate critical, humanizing pedagogies into their classroom writing instruction? New understandings illuminated in this article highlight how one teacher drew on purpose and audience, as (re)defined tools for writing, to recognize and value her students’ capabilities and to support them as agentive designers of texts. To examine these possibilities for repositioning students and approaching writing instruction from a critical, humanizing perspective, I describe this teacher’s shift from beginning with genre to beginning with purpose and audience and draw attention to the teacher’s and students’ use of these tools for guiding their decision making across multiple writing situations in a school year. Implications from this study add to understandings of critical, humanizing pedagogies by specifically considering how these approaches might be translated into writing instruction across pre‐K–12.

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Teaching writing to middle school students in Portugal and in Brazil: an exploratory study

Cited by 36 publications

References 32 publications

Self-Regulated Strategies for School Writing Tasks: A Cross-Cultural Report

Self-Regulated Strategies for School Writing Tasks: A Cross-Cultural Report

Teaching Writing in Grades 7–9 in Urban Schools in Chinese Societies in Asia

Recentering Purpose and Audience as Part of a Critical, Humanizing Approach to Writing Instruction

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