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Perspective-taking in Young Writer’s Descriptive Writing
| Content Provider | Scilit |
|---|---|
| Author | Holliway, David R. |
| Copyright Year | 2019 |
| Description | This paper reports a perspective-taking strategy that assisted younger writers in representing the descriptive needs of their readers. There were 154 writers (78 $5^{th}$-graders and 76 $9^{th}$-graders) and 52 $9^{th}$-grade readers that participated in the study. Three conditions were contrasted: a feedback only condition, a “rating other” condition, and a “reading as-the-reader” condition. Readers' correct description-to-tangram matches made for each of three sessions served as the dependent measure. Repeated measures analysis revealed both the 9th- and the $5^{th}$-grade writers showed consistent significant improvement under the “read-as-the-reader” condition when revising their essays and when drafting anew. The results suggest that when young writers engage in a process that mirrors their readers' experiences, they can more accurately revise their descriptive writing to meet their readers' informational needs. |
| Related Links | https://escholarship.org/content/qt2r28w5p6/qt2r28w5p6.pdf?t=op2jtn https://api.taylorfrancis.com/content/chapters/edit/download?identifierName=doi&identifierValue=10.4324/9781315782379-117&type=chapterpdf |
| Ending Page | 475 |
| Page Count | 5 |
| Starting Page | 471 |
| DOI | 10.4324/9781315782379-117 |
| Language | English |
| Publisher | Informa UK Limited |
| Publisher Date | 2019-04-24 |
| Access Restriction | Open |
| Subject Keyword | Graders Revising Readers Young Writer |
| Content Type | Text |
