A Literacy Task to Assist Reader Awareness in Children's Informational Writing

Autor/in	Holliway, David
Titel	A Literacy Task to Assist Reader Awareness in Children's Informational Writing
Quelle	In: Language and Education, 24 (2010) 2, S.101-116 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
Schlagwörter	Feedback (Response); Writing Instruction; Perspective Taking; Elementary School Students; Revision (Written Composition); Audience Awareness; Teaching Methods; Writing Processes; Writing Skills; Skill Development + Suchen Sie Ihr Suchwort? Schreibunterricht; Zukunftsperspektive; Korrektur; Teaching method; Lehrmethode; Unterrichtsmethode; Writing skill; Schreibfertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	That our writing can be misunderstood by our readers is a conceptual difficulty for developing writers. This paper outlines a perspective-taking process that assists elementary students in composing referentially detailed descriptions. Through a procedural sequence that includes drafting, feedback, readers' perspective task, revision and drafting anew, young writers learn to think like their readers and envision what their readers may "see" through their writings. Adaptable to different content areas, this written referential task facilitates the complex development of students' reader awareness as they compose informational text. (Contains 2 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10