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The effects of a collaborative computer writing program and constructivist teaching strategies on writing quality and attitudes toward writing of high school senior developmental writers.

机译：协作计算机写作程序和建构主义教学策略对高中高级发展作家写作质量和态度的影响。

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摘要

The purpose of this study was to investigate the effects of a collaborative computer writing program and constructivist teaching strategies on the writing quality and attitudes toward writing of high school senior developmental writers.; Subjects were 10 high school seniors who were academically in good standing with their school district but who were at risk for being placed in developmental writing courses in college because of low SAT verbal scores. They took part in a collaborative pilot program between a school district and a mid-sized regional university designed to provide intensive writing instruction to prepare them for college English courses before they left high school. The subjects received 18 weeks of daily instruction in a computer writing lab at the university.; CommonSpace, a collaborative computer writing program was used for pre-writing activities. Students participated in formal peer review groups after first drafts of essays and in peer editing activities. They were encouraged to share their work throughout the writing process.; Qualitative data were collected from students' survey responses, journal entries, portfolios, interviews, and the researcher's observations. Analysis of data revealed that students' writing improvement and ability to understand their writing strategies were influenced by their propensity to collaborate with others during the writing process.; Quantitative data were collected to determine if writing improvement had occurred over the course of the study. A paired-samples t-test was conducted to compare the subjects' performance on the COMPASS English test, used for placement in college learning support classes, with the performance of a control group. Results of the test revealed a significantly higher performance by the subjects in the study. A paired-samples t-test was conducted to compare the subjects' writing performance at the beginning of the study to that at the end of the study. Results of the test revealed significant improvement in writing had occurred over the course of the study.
机译：本研究的目的是研究协作计算机写作程序和建构主义教学策略对高中高级发展作家写作质量和对待写作态度的影响。受试者是10名高中生，他们在学区中表现良好，但由于SAT口语得分低，因此有可能被安排在大学发展写作课程中。他们参加了学区和中型地区大学之间的协作试点计划，该计划旨在提供密集的写作指导，使他们在离开高中之前就可以准备大学英语课程。这些受试者在大学的计算机写作实验室接受了18周的日常指导。 CommonSpace是一种协作式计算机编写程序，用于进行预编写活动。学生在论文初稿起草后参加了正式的同行评审小组，并参加了同行编辑活动。鼓励他们在写作过程中分享他们的工作。从学生的调查反馈，期刊条目，作品集，访谈和研究者的观察中收集定性数据。数据分析表明，学生在写作过程中与他人合作的倾向会影响学生的写作水平和对写作策略的理解能力。收集定量数据以确定在研究过程中是否发生了写作改善。进行了配对样本t检验，以比较受试者在COMPASS英语测验中的表现（用于大学学习支持课程的学习）与对照组的表现。测试结果表明，研究对象的表现明显更高。进行了配对样本t检验，以比较研究开始时和研究结束时受试者的写作表现。测试结果表明，在整个学习过程中，写作水平有了显着提高。

著录项

  • 作者

    Irvin, Teresa Singletary.;

  • 作者单位

    Auburn University.;

  • 授予单位 Auburn University.;
  • 学科 Education Secondary.; Education Curriculum and Instruction.; Education Higher.
  • 学位 Ed.D.
  • 年度 2001
  • 页码 238 p.
  • 总页数 238
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 中等教育;教育;高等教育;
  • 关键词

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