Students' Metacognitive Knowledge about How to Write Informational Texts

1988 ◽  
Vol 11 (1) ◽  
pp. 18-46 ◽  
Author(s):  
Carol Sue Englert ◽  
Taffy E. Raphael ◽  
Kathleen L. Fear ◽  
Linda M. Anderson
Keyword(s):  
Expository Text ◽  
Writing Process ◽  
Learning Disabled ◽  
Metacognitive Knowledge ◽  
Writing Strategies ◽  
Expository Writing ◽  
Organizational Strategies ◽  
Writing Performance ◽  
Ability Groups ◽  
High Achieving

This study examined LD students' metacognitive knowledge about expository writing and the relationship between this knowledge and writing performance. Thirty students, equally divided among three ability groups (learning disabled, low-achieving, and high-achieving), were interviewed about their metacognitive knowledge about the expository writing process and the role of text organization; subjects also composed two types of expository text (compare / contrast and explanation). When performance levels among the three ability groups were compared, the results suggested that learning disabled students were less aware than high-achieving students of modeled writing strategies, steps in the writing process, strategies for presenting expository ideas, and procedures for selecting and integrating information from multiple sources. Discrepancies between learning disabled and low-achieving writers also emerged in the metacognitive interview in terms of ability to (a) control and regulate the writing process, (b) use organizational strategies or text structures to generate or group ideas, and (c) monitor the quality of texts. When performance on the composition and metacognitive measures was related, the results revealed that the strongest relationship existed between writing performance and the following metacognitive variables: students' awareness of modeled writing strategies, students' knowledge of processes related to monitoring the completeness of text, and students' categorizing abilities. These findings suggest that writing instruction should focus on both the development of students' metacognitive knowledge of the expository writing process and the organizational strategies for generating, organizing, and monitoring expository prose.

scholarly journals Using portfolio assessment to improve EFL students’ expository-writing performance

2019 ◽  
Vol 2 (1) ◽  
pp. 1-12
Author(s):  
Waode Nur Gita Dahviyanti
Keyword(s):  
Expository Text ◽  
Writing Process ◽  
Portfolio Assessment ◽  
Descriptive Statistics ◽  
Expository Writing ◽  
Writing Performance ◽  
Writing Test ◽  
South Sulawesi ◽  
Efl Students ◽  
Positive Motivation

The objectives of the research were to find out the extent to which the use of portfolio assessment improves EFL students’ performances in expository-writing and to find out the students’ responses about the taking of portfolio assessment in improving their performance in writing expository text. The researcher applied classroom action research which was done through two cycles. The location of this research was at one of the secondary schools in Makassar, South Sulawesi, Indonesia. There were 31 students as a sample in this research and the data were collected using observation, writing test, interview, and analyzed by using descriptive statistics. The result showed that portfolio assessment had improved EFL students’ expository-writing performance. The students were better in arranging the words into sentences and paragraph in order to convey their ideas, opinions, and feeling because they had already known the steps in the writing process, and they learned from their previous evaluated portfolios, and their responses on the using of portfolio assessment as a method in writing expository process was positive. They got positive motivation and appreciation to progress their writing performance. They were excited to revise and edit their draft to become the best work in every meeting.

Constructing Well-Formed Prose: Process, Structure, and Metacognitive Knowledge

1988 ◽  
Vol 54 (6) ◽  
pp. 513-520 ◽  
Author(s):  
Carol Sue Englert ◽  
Taffy E. Raphael
Keyword(s):  
Expository Text ◽  
Writing Process ◽  
Metacognitive Knowledge ◽  
Expository Writing ◽  
Exceptional Students ◽  
Teacher Modeling ◽  
Writing Difficulties ◽  
Text Structures ◽  
Dialogic Approach ◽  
Process Structure

This article addresses instructional issues related to the teaching of expository writing. Exceptional students' writing difficulties are examined in relationship to the writing process, expository text structures, and students' metacognitive knowledge. Approaches to the teaching of expository writing are discussed, and a dialogic approach, involving teacher modeling and a series of think sheets, is described.

Children's Ability to Write Stories as a Function of Variation in Task, Age, and Developmental Level

1987 ◽  
Vol 10 (3) ◽  
pp. 175-188 ◽  
Author(s):  
Edna Barenbaum ◽  
Phyllis Newcomer ◽  
Barbara Nodine
Keyword(s):  
Learning Disabled ◽  
Low Achievers ◽  
Developmental Level ◽  
Action Sequence ◽  
Writing Ability ◽  
Learning Capacity ◽  
Ability Groups ◽  
Written Compositions ◽  
The Relationship ◽  
The Continuum

In this study of children's ability to write stories, written compositions were classified by means of a system consisting of the following categories: story, primitive story, action sequence, descriptive, and expressive. Three groups of children served as subjects: learning disabled, low achievers, and normal achievers in grades 3, 5 and 7. Findings permit conclusions pertaining to (a) the performance of the three ability groups; (b) the relationship between age / grade and writing ability; (c) the continuum of composition categories used; (d) composition consistency; and (e) effect of task on performance. Specifically, the percentages of the various composition categories varied according to subjects' age and learning capacity. Also, the structure of the writing tasks and the length of compositions produced by the subjects were found to relate to story category.

scholarly journals The Influence of Problem Based Learning Model and Learning Motivation to Expository Writing Text Ability of Students Grade VII MTsN 1 Bukittinggi

2018 ◽  
Vol 2 (4) ◽  
Author(s):  
Yendrawaty Yendrawaty
Keyword(s):  
Expository Text ◽  
Descriptive Analysis ◽  
Writing Skills ◽  
Problem Based Learning ◽  
Learning Model ◽  
Learning Motivation ◽  
Expository Writing ◽  
Learning Models ◽  
High Learning ◽  
Better Than

This research aimed to describe the influence of Problem Based Learning Model and Learning Motivation to Expository Text Writing Skills of Students Grade VII MTsN Bukittinggi. The type of research is quasi experiment and the design used is factorial design 2x2. Sampling is done by purposive sampling. Data analysis and discussion were conducted through descriptive-analysis. The analysis results of data were as follows. First, writing expository text taught using the Problem Based Learning model is better than students taught by conventional learning models. Second, Second, writing the expositional text of students who have high learning motivation taught by using Problem Based Learning model is better than those taught with conventional learning model. Third, writing the expositional text of students who have low learning motivation taught by using Problem Based Learning model is better than those taught with conventional learning model. Fourthly, there is no interaction between learning motivation and the learning model in influencing the ability to write expository text of students. In the next description, PBL is used for Problem Based Learning.

An Analysis of Errors and Strategies in the Expository Writing of Learning Disabled Students

1987 ◽  
Vol 8 (1) ◽  
pp. 21-30 ◽  
Author(s):  
Carol Chase Thomas ◽  
Carol Sue Englert ◽  
Stephanie Gregg
Keyword(s):  
Learning Disabled ◽  
Expository Writing ◽  
Disabled Students

scholarly journals A Comparative Analysis of Writing Strategies and Performance in a Saudi University

2018 ◽  
pp. 425-443
Author(s):  
Miriam Alkubaidi
Keyword(s):  
English Language ◽  
First Language ◽  
Writing Strategies ◽  
Writing Proficiency ◽  
Writing Performance ◽  
Frequent Use ◽  
Significant Difference ◽  
Efl Students ◽  
And Performance ◽  
The Relationship

There has been a widespread utilization of the English language in Saudi Arabia, due to which it is necessary for Saudi citizens to gain an adequate grip on this language. This study aimed to conduct a comparative evaluation between the writing strategies and writing performance shown by Saudi EFL students. Seventy-four female undergraduates between 21 and 25 years and having Arabic as their first language were recruited for this study. The writing samples of the participants were typed into the computer so that no inconsistency takes place based on the students’ writing skills by the researcher. Descriptive statistics were then used to ascertain the level of strategy use of the participants. These students were divided into two groups, based on high and low writing proficiencies. It was found that there was no significant difference in writing performance of these students. The students, who demonstrated a higher level of writing proficiency while writing stood at a percentage of 47.3%; whereas, students demonstrating a low level of writing proficiency stood at a percentage of 44.6%. Furthermore, most of the students used drafting strategies as compared to ‘before-writing’ strategies. More frequent use of ‘before-writing’ strategies is encouraged. Further research is needed regarding the relationship between writing strategy application and the writing performance of these learners

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