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首页> 外文学位 >Cognitive writing strategies in the eleventh grade writing workshop: A case study of teachers and writers at work.
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Cognitive writing strategies in the eleventh grade writing workshop: A case study of teachers and writers at work.

机译：十一年级写作研讨会的认知写作策略：以工作中的老师和作家为例。

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摘要

The purpose of this dissertation was to examine the adoption of cognitive writing strategies in the eleventh grade writing workshop. New York State students in the eleventh grade English Language Arts classroom are facing a “high stakes” graduation requirement in the newly revised New York State English Regents exam, and this research was designed to contribute to our understanding of how teachers and students make use of a Best Practice innovation designed to prepare for the exam.; The dissertation studied the process of implementing an educational innovation which combined writing workshop and writing strategy methods, for the specific purpose of preparing students for the eleventh grade English Regents exam in one rural high school. The study followed the process of implementing the innovation in a single classroom over a two-year period.; Participants were eleventh grade students and two teachers of English, the researcher one who introduced the innovation, and the other who adopted it. Data included videotapes of writing workshop classrooms, audio/video taped interviews of teachers and students, examples of student work, and recordings of classroom discourse. These data were analyzed for patterns and themes to describe, in a fully contextualized manner, how the theory and pedagogy of writing workshop and cognitive writing strategy instruction were co-constructed in practice by participants in a classroom setting.; Conclusions to this study, indicated that when teacher and students co-construct meaning involved in the adoption and implementation of a specific cognitive writing strategy, writers have a better understanding of how to use the strategy as a means to problem solve contextualized writing tasks. The adoption and implementation of the thinksheet strategy in this study appeared to have assisted both teacher and students in preparation for the newly revised English Regents over the two-year period of the study. From the case study, the most focused needs appeared to be planning and organization during the writing process. From the many complications issuing from the implementation of an educational innovation comes the practical ideas found in the adoption of the thinksheet strategy. However, when we take a close look, we see that in practice the theoretical and research concepts are discernible and their connection to the innovation are obvious. Constructivist theories give us a tool for understanding innovations. Once we stop looking for the innovation to be transported or transplanted and start looking for how it is constructed, we begin to understand more accurately the course of implementing the innovations in schools and in classrooms.
机译：本文的目的是在十一年级写作研讨会上探讨认知写作策略的采用。在新修订的纽约州英语摄政考试中，纽约州11年级英语语言艺术教室的学生面临着“高额”毕业要求，这项研究旨在帮助我们理解师生如何利用旨在为考试做准备的最佳实践创新；论文研究了结合写作讲习班和写作策略方法进行教育创新的过程，其具体目的是为学生准备在一所农村高中的11年级英语Regents考试做准备。该研究遵循了在两年内在单个教室中实施创新的过程。参与者是11年级的学生和2位英语教师，一位是研究人员介绍了这项创新，另一位则采用了这项创新。数据包括写作车间教室的录像带，老师和学生的录音带/录像带访谈，学生作品的示例以及教室话语的录制。对这些数据的模式和主题进行了分析，以一种完全上下文相关的方式描述了教室中的参与者在实践中如何共同构建写作讲习班的理论和教学法以及认知写作策略指导。本研究的结论表明，当教师和学生共同建构采用和实施特定认知写作策略所涉及的意义时，作者将更好地了解如何使用该策略作为解决情境化写作任务的手段。这项研究中采用和实施的思维方式策略似乎已在两年的研究过程中帮助老师和学生为新修订的英语摄政师做准备。从案例研究来看，在写作过程中，最集中的需求似乎是计划和组织。从实施教育创新中产生的许多复杂情况中，可以得出采用思想纸策略的实际想法。但是，当我们仔细观察时，会发现在实践中，理论和研究概念是可识别的，并且它们与创新的联系是显而易见的。建构主义理论为我们提供了一种了解创新的工具。一旦我们停止寻找要运输或移植的创新并开始寻找其构造方式，我们便开始更准确地了解在学校和教室中实施创新的过程。

著录项

  • 作者

    Vitagliano, Ruthanne Bone.;

  • 作者单位

    State University of New York at Buffalo.;

  • 授予单位 State University of New York at Buffalo.;
  • 学科 Language Rhetoric and Composition.; Education Secondary.
  • 学位 Ph.D.
  • 年度 2001
  • 页码 171 p.
  • 总页数 171
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 语言学;中等教育;
  • 关键词

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