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Opportunities to Write: An Exploration of Student Writing During Language Arts Lessons in Norwegian Lower Secondary Classrooms
Written Communication ( IF 2.447 ) Pub Date : 2018-02-14 , DOI: 10.1177/0741088317751123
Marte Blikstad-Balas 1 , Astrid Roe 1 , Kirsti Klette 1
Affiliation  

Research suggests that student development as writers requires a supportive environment in which they receive sustained opportunities to write. However, writing researchers in general know relatively little about the actual writing opportunities embedded in students’ language arts lessons and how students’ production of texts in class is framed. The present study analyzes 178 video-recorded language arts lessons across 46 secondary classrooms in Norway based on the Protocol for Language Arts Teaching Observation. Specifically, we assess how often and in what situations students get an opportunity to engage in writing or are explicitly encouraged to write. We found that some writing assignments are short and fragmented, especially when students are merely recopying information from teachers’ materials. However, our analysis also provides detailed insight into how some teachers facilitate sustained, genre-focused, and process-oriented writing opportunities. These are powerful examples of successful writing instruction, and they suggest that when Norwegian language arts teachers prioritize writing, the opportunities to write are both sustained and scaffolded, the purpose of writing is explicit, and genre-specific assessment criteria are often used.

中文翻译:

写作的机会:挪威初中语言艺术课上学生写作的探索

研究表明,作为作家的学生发展需要一个相互支持的环境,使他们在其中获得持续的写作机会。但是,一般而言,写作研究人员对学生的语言艺术课中嵌入的实际写作机会以及如何在课堂上构建学生的文本了解得很少。本研究根据《语言艺术教学观察协议》,分析了挪威46个中学教室中的178个视频语言课程。具体来说,我们评估学生多长时间,在什么情况下有机会从事写作或受到明确鼓励写作。我们发现有些写作作业简短而分散,特别是当学生只是从老师的材料中复制信息时。然而,我们的分析还提供了有关一些教师如何促进持续的,以体裁为重点和以过程为导向的写作机会的详细见解。这些是成功写作教学的有力例子,它们表明,当挪威语言艺术教师优先考虑写作时,写作的机会会持续存在并受到影响,写作的目的很明确,并且经常使用针对特定类型的评估标准。
更新日期:2018-02-14
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