Writing: the state of the state vs. the state of the art in English and American schools

Messenheimer, Trinka; Packwood, Angela

doi:10.1111/1467-9345.00179

Cited by 5 publications

(4 citation statements)

References 4 publications

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“…They were then able to integrate the stylistic and organisational features of these texts into their personal repertoires and use them successfully in their own writing. This engagement in what Messenheimer and Packwood (2002) call deep, rather than surface learning is crucial if children are to move beyond technically adept but formulaic writers to become autonomous creative authors. Barrs and Cork (2001) show how young writers echo the styles and rhythms of texts that have been read aloud and explored through discussion and drama.…”

Section: Discussionmentioning

confidence: 99%

Writing is more than ‘exciting’: equipping primary children to become reflective writers

Corden¹

2003

Reading

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This article describes work undertaken as part of a partnership programme initiated to encourage collaborative research between teachers and university tutors. In the Teaching Reading and Writing Links project (TRAWL) primary school teachers, working as research partners, explored ways of developing children as reflective writers. The research group wanted to know whether, through examining how texts are crafted by expert writers during literacy sessions, children might be encouraged to pay more attention to compositional rather than secretarial aspects of narrative writing during writing workshops. The overall writing achievement of 338 children was monitored over one school year and narrative writing from 60 case study children was evaluated at the beginning and end of the research period. In this article the impact on achievement is illustrated, some examples of writing are analysed and evidence of development in children's metacognition and confidence as writers is discussed.

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Section: Discussionmentioning

confidence: 99%

Writing is more than ‘exciting’: equipping primary children to become reflective writers

Corden¹

2003

Reading

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“…The requirements of standardised testing can result in a reduction of choice for pupils in subject, form and audience (Wiggins, 1993;Moss, 1994) and the 2003 KS2 assessment tests remove pupil choice entirely, with a choice of content but not of genre at KS1. The backwash of such test parameters has the potential to reduce pupils' autonomy still further, and may curtail their sense of volition and shape their attitudes and motivation accordingly, unless we are professionally vigilant and avoid a n instrumental approach to teaching writing (Messenheimer and Packwood, 2002).…”

Section: Desire For Autonomy In Writingmentioning

confidence: 99%

‘Playing the Game called Writing’: Children’s Views and Voices

Grainger

Goouch

Lambirth

2003

English in Education

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Teachers' perceptions of their changing practice in the context of the National Literacy Strategy have been well documented in recent years. However, few studies have collected pupils' views or voices. As part of a collaborative research and development project into the teaching and learning of writing, 390 primary pupils' views were collected. A marked difference in attitude to writing and self-esteem as writers was found between Key Stages 1 and 2, as well as a degree of indifference and disengagement from in-school writing for some KS2 writers. A strong desire for choice and greater autonomy as writers was expressed and a preference for narrative emerged. This part of the research project 'We're Writers' has underlined the importance of listening to pupils' views about literacy, in order to create a more open dialogue about language and learning, and to negotiate the content of the curriculum in response to their perspectives.

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“…Critical thinking is necessary element for learning of science. So, teacher can fulfill the demands of national standards through his/her teaching by achieving the high rate (Messenheimer & Packwood, 2002).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Cognitive Acceleration Programme on Critical Thinking of Science Students at Secondary Level

Sarwar¹,

Samiullah²,

Rahman³

2021

IJITL

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Abstract This study was conducted to determine the effect of Cognitive Acceleration Programme on the critical thinking skills of 9th graders. The posttest only non-equivalent control group design was used. Two sections of class 9th were selected conveniently for experimentation. There were 80 participants (girls) in the experiment. There were 30 intervention lessons in the experimental classrooms. The posttest was designed based on Cornell Critical thinking test. Test was validated by experts from the Faculty of Education, Allama Iqbal Open University Islamabad. The data were analyzed by the SPSS. The independent sample t-statistics were applied for control and experimental groups separately. The t-value for the comparison of performance of experimental and control group in sub-skills of critical thinking i.e., inference, deduction, assumption, interpretation, and argumentation showed significant difference. The results showed that critical thinking skills can be developed significantly through cognitive acceleration programme. So, the thinking science activities were recommended to science educators to incorporate into the classroom to accelerate critical thinking of students. Keywords: Cognitive Acceleration, Critical Thinking, Inference, Deduction, Assumption, Interpretation, Argumentation

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Writing: the state of the state vs. the state of the art in English and American schools

Cited by 5 publications

References 4 publications

Writing is more than ‘exciting’: equipping primary children to become reflective writers

Writing is more than ‘exciting’: equipping primary children to become reflective writers

‘Playing the Game called Writing’: Children’s Views and Voices

The Effect of Cognitive Acceleration Programme on Critical Thinking of Science Students at Secondary Level

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