Playing with Words: Investigating the Use of Language Play in the Persuasive Writing of 9-11-Year-Olds

Autor/inn/en	Burrell, Andrew; Beard, Roger
Titel	Playing with Words: Investigating the Use of Language Play in the Persuasive Writing of 9-11-Year-Olds
Quelle	In: Education 3-13, 46 (2018) 2, S.202-217 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2016.1217250
Schlagwörter	Language Usage; Elementary School Students; Persuasive Discourse; Qualitative Research; Advertising; Language Styles; Teaching Methods; Learning Processes; Writing (Composition); Humor; Literacy; Tests; Foreign Countries; Scores; Writing Evaluation; Play; United Kingdom (England) + Suchen Sie Ihr Suchwort? Sprachgebrauch; Persuasion; Persuasive Kommunikation; Qualitative Forschung; Werbung; Sprachstil; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Schreibübung; Humoristische Darstellung; Alphabetisierung; Schreib- und Lesefähigkeit; Examination; Prüfung; Examen; Ausland; Spiel
Abstract	There has been little research into how children use language play in writing. The unprompted language play of 36 children was investigated through their writing of a short advertisement. The sample comprised three attainment sub-groups from a larger repeat-design study of persuasive writing in the 9-11 age-range. The writing was analysed using qualitative methods derived from relevant linguistic literature. Extensive use of language play was evident, as well as stylistic differences between the sub-groups. The findings indicate how teaching and learning might be enhanced from more conscious use of children's propensity for manipulating the forms, meanings and uses of language. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01