Title
Writing as a learning tool : testing the role of students writing strategies Writing as a learning tool : testing the role of students writing strategies
Author
Faculty/Department
Faculty of Applied Economics
Publication type
article
Publication
Lisboa ,
Subject
Educational sciences
Literature
Source (journal)
European journal of psychology of education. - Lisboa
Volume/pages
22(2006) :1 , p. 17-34
ISSN
0256-2928
Carrier
E
Target language
English (eng)
Full text (Publishers DOI)
Abstract
The claim that writing facilitates students learning, although widely accepted, has little support from empirical research. A possible explanation for the lack of empirical evidence is that writing-to-learn research has disregarded that students use different writing strategies. The purpose of the present experimental study is to test whether it is effective to adapt writing-to-learn tasks to different writing strategies when teaching literature. A course Learning to write argumentative texts about literature was developed in two different versions: one adapted to a planning writing strategy, the other to a revising writing strategy. Participants were 113 tenth-grade high school students in the Netherlands. Our hypothesis is an adaptation hypothesis: we expect that the more a student will use a planning writing strategy, the more the student will profit from the lessons in the planning condition, and that the more a student uses a revising writing strategy, the more beneficial the revising condition will be. However, results show that for improving literary interpretation skill, a course adapted to the planning writing strategy is more effective for almost all students.
E-info
https://repository.uantwerpen.be/docman/iruaauth/87f7e6/c89ad6906ea.pdf