Written Feedback to Support Students' Higher Level Thinking about Texts in Writing

Autor/inn/en	Wang, Elaine; Matsumura, Lindsay Clare; Correnti, Richard
Titel	Written Feedback to Support Students' Higher Level Thinking about Texts in Writing
Quelle	In: Reading Teacher, 71 (2017) 1, S.101-107 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1584
Schlagwörter	Feedback (Response); Thinking Skills; Elementary School Students; Elementary School Teachers; Writing Improvement; Teacher Student Relationship; Writing Instruction; Writing Skills; Childrens Writing; Writing Assignments; Literary Criticism; Comparative Analysis; Interpretive Skills + Suchen Sie Ihr Suchwort? Denkfähigkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Schreibunterricht; Writing skill; Schreibfertigkeit; 'Children''s writing; Writing; Child; Children; Children''s writings'; Kinderschrift; Schreibstil; Kind; Kinder; Literaturkritik; Interpretationsmethode
Abstract	Supporting upper elementary students' higher level (i.e., analytic) thinking about texts in writing is a challenge for many teachers, in large part because what it means to analyze text is not well defined and because this skill is a relatively new expectation in elementary grades. In this article, the authors clarify the goal of three common types of writing assignments that guide students to apply higher level thinking: analysis of literary elements, comparing and contrasting, and interpreting theme. The authors identify some common ways that students' responses can fall short of the intended thinking demands and offer suggestions for written feedback that teachers can give to get students back on track. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01