Using a Task Analysis Process for Reading and Writing Assignments

Philippakos, Zoi A. Traga

doi:10.1002/trtr.1690

Cited by 21 publications

(10 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Also, the approach emphasized the rhetorical analysis of topics that were assigned for reading and writing. Students were taught to carefully consider the Form of writing they read or wrote about, the Topic and Title, the Audience, the Author and their perspective or readers’ bias, the writing purpose (Philippakos, 2018 ).…”

Section: Methodsmentioning

confidence: 99%

The effects of distant professional development model on second grade teachers’ instruction and students’ quality of procedural papers

Philippakos

Voggt

2021

Read Writ

View full text Add to dashboard Cite

The purpose of the study was to examine the feasibility and effectiveness of a distant-professional development model that supported the implementation of genrebased strategy instruction for procedural writing on second grade teachers' fidelity of implementation and students' writing quality. Participants were 84 s graders and four teachers who were randomly assigned to condition. Teachers completed an online workshop module prior to instruction, a survey on their instruction and confidence to teach writing, received coaching feedback during implementation, and were interviewed at pretest and posttest. Students wrote in response to two procedural topics at pretest and posttest, at maintenance, completed transfer tasks in science and in persuasion, were interviewed at posttest, completed a confidence scale, and standardized measures. Results showed that treatment teachers positively evaluated the PD and its components, taught with high fidelity, and positively commented on the instructional approach. Treatment students wrote papers of better quality at posttest and maintenance tasks, while there were no statistically significant differences at the transfer tasks, on students' confidence, and on standardized measures. Implications for professional development, practice, and research are further discussed.

show abstract

Section: Methodsmentioning

confidence: 99%

The effects of distant professional development model on second grade teachers’ instruction and students’ quality of procedural papers

Philippakos

Voggt

2021

Read Writ

View full text Add to dashboard Cite

show abstract

“…Students were taught strategies to plan, draft, revise, and edit their work based on knowledge about strategies used by competent writers and prior work on writing strategy instruction (Englert, Raphael, Anderson, Anthony, & Stevens, ; MacArthur, ). Thus, students were taught to perform a rhetorical task analysis, prior to any writing, by considering the topic (T), audience (A), purpose (P), form (F), organizational elements (O), and requirements (R) of the assignment (TAPFOR; Philippakos, ). This process would help students identify the demands of the writing assignment, activate their prior knowledge, and orient their attention.…”

Section: Methodsmentioning

confidence: 99%

College Student Writers' Use and Modification of Planning and Evaluation Strategies After a Semester of Instruction

Philippakos¹,

MacArthur²,

Munsell³

2018

J Adolescent & Adult Lit

View full text Add to dashboard Cite

The purpose of this study was to investigate how students in a developmental writing course at a community college used and adapted cognitive writing strategies learned in the course. The students participated in a funded research project for the development and evaluation of a writing curriculum based on self‐regulated strategy instruction. The authors investigated students’ application of the planning and revising strategies using think‐aloud protocols. The results showed that students remembered the strategies but did not use them consistently. Also, students tended to use an outline but not always effectively. Finally, reading comprehension seemed to impact their use of revision strategies. Limitations and implications for future research are discussed.

show abstract

“…The major developmental constraint on using on‐demand textual analysis writing tasks would appear to be whether students understand task requirements, whether they have the necessary metalinguistic skills, and whether they have learned how to use those skills to support specific forms of interpretive inquiry. When they do not, or if they have not been taught to analyze task requirements (Philippakos, 2018), they may fall back on writing strategies that enable them to produce a response without doing the needed higher order thinking (Applegate et al, 2006).…”

Section: Developmental Trends and Malleable Factorsmentioning

confidence: 99%

Building and Justifying Interpretations of Texts: A Key Practice in the English Language Arts

Deane

2020

ETS Research Report Series

View full text Add to dashboard Cite

A key instructional goal of English language arts instruction is teaching students to read and interpret complex literary texts. This report reviews the literature on the development and pedagogy of literary analysis skills. It analyzes literary analysis skills as a key practice, a bundle of disciplinary skills and strategies that form a key target for instruction. This practice focuses on applying a variety of strategies for building textual interpretations, including strategies for deepening comprehension, inferring the author's purpose, considering multiple perspectives, connecting text to context, generalizing and applying themes, and participating in cultural conversations about texts. It also identifies a sequence of activities that define literary interpretation as a social practice and identifies key goals and subgoals for those activities. If literary analysis is viewed as a key practice, it requires participants to habitually engage in the following practices: (a) read and reread texts to find cues that suggest new possibilities for interpretation, (b) participate in interpretive discussions of literary texts, (c) use writing both as a tool to support interpretive work and as a means to communicate interpretive arguments, and (d) maintain an openness to new interpretations and a willingness to revisit previous interpretive conclusions in the light of new evidence. The evidence indicates that this is a late‐developing practice, typically acquired during high school and never fully mastered by a large proportion of the population, though it can be encouraged and fostered in the upper elementary and middle school years with effective instruction.

show abstract

Using a Task Analysis Process for Reading and Writing Assignments

Cited by 21 publications

References 7 publications

The effects of distant professional development model on second grade teachers’ instruction and students’ quality of procedural papers

The effects of distant professional development model on second grade teachers’ instruction and students’ quality of procedural papers

College Student Writers' Use and Modification of Planning and Evaluation Strategies After a Semester of Instruction

Building and Justifying Interpretations of Texts: A Key Practice in the English Language Arts

Contact Info

Product

Resources

About