Writing and Reasoning

Applebee, Arthur N.

doi:10.2307/1170176

Cited by 21 publications

(18 citation statements)

References 15 publications

(15 reference statements)

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“…Assignments that require sophisticated writing responses such as the use of single or multiple paragraphs are more likely to foster learning and motivation than ones which require the simple underlining of preselected responses (Applebee, 1984;Applebee & Langer, 1983;de Beaugrande, 1982;Fulwiler & Young, 1982;Scardamalia & Bereiter, 1986).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Why Teachers Select Specific Literacy Assignments and Students' Reactions to Them

Miller

Adkins

Hooper³

1993

Journal of Reading Behavior

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This study evaluated the literacy assignments elementary teachers use in their reading and language arts instruction, the reasons why they use a particular assignment, and how students react to different assignments. The project was initiated by teachers (three third-grade and three fourth-grade) and their principal because they believed students failed to see how various reading and language arts skills were related to one another, had difficulties applying such skills whenever they had to read or write lengthy prose, and did not want to complete assignments unless they received extrinsic rewards. Furthermore, teachers said teaching was no longer as satisfying as it had been in previous years. To evaluate their concerns we examined whether their literacy assignments included those characteristics that foster student learning and motivation and we interviewed the teachers and principal about why they believed teaching was no longer as satisfying as it had once been. Interviews indicated that teachers and the principal believed accountability pressures to increase standardized achievement test scores strongly influenced their school's reading and language arts instruction. Teachers said they attempted to raise students' scores by emphasizing the standardized achievement test skills. To maximize skill coverage, teachers said they avoided literacy assignments that required the reading of lengthy texts, sophisticated writing, and lengthy discussions. Evaluations of their literacy assignments confirmed their statements; students seldom completed classwork which required sophisticated writing or reading. Student interviews showed that they were bored with these assignments or did them because they expected extrinsic rewards. Whenever they completed a more complex literacy assignment (i.e., those that required the writing of single or multiple sentences or paragraphs), students said they were challenged and enjoyed learning for learning's sake. Discussion focuses on the implications 69

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Section: Theoretical Frameworkmentioning

confidence: 99%

Why Teachers Select Specific Literacy Assignments and Students' Reactions to Them

Miller

Adkins

Hooper³

1993

Journal of Reading Behavior

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“…Relationships between reading and writing have frequently been suggested (Applebee, 1977), but such relationships have rarely been examined empirically (Stotsky, 1983). Those studies that have examined relationships between reading and writing have primarily compared performance on rather global measures of reading achievement and the syntactic complexity of writing rather than on more specific measures such as ones involving text structure.…”

mentioning

confidence: 99%

Awareness of Text Structure in Recognition and Production of Expository Discourse

Hiebert

Englert

Brennan

1983

Journal of Reading Behavior

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Abstract. This study had three purposes in examining college students' awareness of four expository text structures. The first was to determine whether students were more aware of some text structures than of others in reading and writing. A second was to determine how performance on these text structure measures related to performance on a general comprehension measure. The third was to examine the relationship between awareness of these text structures in reading and writing. Fifty-two college students who were equally divided into two ability groups were given two tasks, one which assessed their awareness of the text structures in reading and the other which assessed awareness in writing. Findings related to the first aim indicated that awareness of the four text structures varied in both the recognition and production of relevant information. With respect to the second aim, performance on both recognition and production measures was related to performance on a general comprehension measure, with high-ability students more sensitive to intrusive information in the recognition task and more able to produce missing text structure information than low-ability students. Findings related to the final aim indicated that the relationship between recognition and production performances was moderate.As students progress through school, activities related to expository text consume more and more of their time. Nowhere is expository text more important than at the college level, where students are asked to do an extensive amount of textbook reading. Term paper assignments and exam-63

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“…Thus, even though a large majority of the discussion reflected lower mental functions (phase I) and knowledge construction of a sharing and comparing nature (stating opinions, defining problems and asking questions), there was also a large degree of higher mental functions (phase III) and knowledge construction in the form of negotiating new meanings and the co-construction of knowledge. Applebee (1984), Garrison et al (2000), Newman et al (1996), and White (1993), who compared face-to-face discussion to online discussion, stated that online discussions are preferable for higher-order learning, but lack the creativity and novelty of face-to-face discussions. This study confirmed their proposal as a large amount of discussion did indeed reflect higher mental functions (phase III) resulting in higher order learning, but did not reach the highest creative levels of knowledge construction embodied in phases IV and V with regularity.…”

Section: Discussionmentioning

confidence: 99%

The Impact of Time Delay on the Content of Discussions at a Computer- Mediated Ergonomics Conference

Huntley¹,

Thatcher²

2008

TOERGJ

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Writing and Reasoning

Cited by 21 publications

References 15 publications

Why Teachers Select Specific Literacy Assignments and Students' Reactions to Them

Why Teachers Select Specific Literacy Assignments and Students' Reactions to Them

Awareness of Text Structure in Recognition and Production of Expository Discourse

The Impact of Time Delay on the Content of Discussions at a Computer- Mediated Ergonomics Conference

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