Bigger, Arnold Thomas
(2022)
Secondary Students’ Proficiency with and Knowledge of Process and Genre Approaches to Writing.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
The ongoing conversation around why secondary students struggle with writing through and after high school is wide-ranging; however, students who are successful with writing in high school are more likely to be successful with writing after high school. Writing skills are necessary in both academic and professional contexts because many problems of the world involve complex solutions that require written communications. The writing-as-process movement of the 20th Century moved writing instruction toward a paradigm shift away from the product approach to writing, a focus on the written product rather than on how the learner should approach the process of writing, to more student-centered approaches that place greater value on reflections on the process of writing and the social context in which student writing happens. Process approaches to writing are a combination of dynamic, cyclical strategies that develop students’ proficiency with and mastery of stages of writing. Genre approaches to writing instruction can provide resources that help students develop stronger social and cultural connections to their academic writing, such as devices for categorizing and arranging information, opportunities for purposeful interactions among peers, and understandings about how language is used to make meaning in various context. Simply stated, a process/genre approach to instruction blends teaching a process for creating texts with recognizing the way language functions in specific social contexts for specific goals and for specific audiences. This study used interview questions and argumentative essays to examine 6th thru 12th grade students’ proficiency with and knowledge of stages of the writing process and argumentative essay genre features.
Share
| Citation/Export: |
|
| Social Networking: |
|
Details
| Item Type: |
University of Pittsburgh ETD
|
| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
|
| Date: |
13 May 2022 |
| Date Type: |
Publication |
| Defense Date: |
1 March 2022 |
| Approval Date: |
13 May 2022 |
| Submission Date: |
12 April 2022 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
109 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Instruction and Learning |
| Degree: |
EdD - Doctor of Education |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
Genre, Secondary Education, Writing Process, Argumentative Writing, Process/Genre Approaches |
| Date Deposited: |
13 May 2022 15:27 |
| Last Modified: |
13 May 2022 15:27 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/42415 |
Metrics
Monthly Views for the past 3 years
Plum Analytics
Actions (login required)
 |
View Item |
![[feed]](/images/feed-icon-32x32.png){kind=icon}