Writing with peer response using genre knowledge : a classroom intervention study

Abstract

a c l a s s r o o m i n t e r v e n t i o n s t u d y m a r i ë t t e H o o g e v e e n

Teaching children to write: A meta-analysis of writing intervention research

“…Studies with mainly cooperative writing (e.g. Puma et al, 2007) have smaller effects than studies combining peer assistance with more targeted types of interventions, such as the teaching of specific genre knowledge (Hoogeveen, 2013) or sentence combining (Saddler & Graham, 2005). Peer tutoring is also an effective practice to improve students' writing, as is shown by the study of Yarrow and Topping (2001).…”

Evidence-based teaching of essay writing: Intervention at primary school

“…How to evaluate writing using the mnemonic GRIST (Goals, Reader, Ideas, Structure and Tied together (transition words/phrases) was directly taught. Students were also supplied with some genre knowledge (Hoogeveen, 2012) about compare and contrast essays before comparing a good and a mediocre compare and contrast essay (Torrance, Fidalgo and Robledo, 2015), since the study of good models aids writing quality (Knudson, 1989). A simple structure for use with compare and contrast essays was highlighted in the good model essay, as text structure instruction has been shown to improve writing quality (Graham, McKeown, Kiuhara and Harris, 2012;Fidalgo, Torrance, Rijlaarsdamm, van den Bergh and Lourdes Alvarez, 2015).…”

“…A checklist supported this process (see Appendix C). A time delay was placed between the drafting and revising to help the students see their texts as a reader rather than as the writer (Hoogeveen, 2012). In the same way the Editing process was modelled and experienced.…”

“…Peer revision has also been shown to have large impacts on writing quality (Boscolo and Ascorti, 2004) and might support the development of students' awareness of the reader, as seen with a more knowledge transformational approach which emphasises the importance of rhetorical goals (Bereiter and Scardamalia, 1987). Similarly, leaving time between drafting and revising has been advocated for improving quality (Ogilvy, 1982quoted in Usher, 2014 and was part of a successful writing intervention, which included the teaching of genre features (Hoogeveen, 2012). This might help the writer see the text as if they were the audience.…”

ICT ter ondersteuning van passend onderwijs voor leerlingen met een verstandelijke beperking

“…Voorbeeldlesmateriaal heeft meerdere functies en kan het leren van leraren in sterke mate, op simpele wijze en heel dicht bij de eigen praktijk ondersteunen (zie o.a. Van den Akker, 1988;Hoogeveen, 2012;Ottevanger, 2001). Van deze bevinding zou veel meer gebruik kunnen worden gemaakt in scholing, leerplanontwikkeling en beleidsontwikkeling.…”