The Effects of Genre-specific Planning and Topoi Instruction on the Analytical Literary Arguments of High School Students

The Effects of Genre-specific Planning and Topoi Instruction on the Analytical Literary Arguments of High School Students

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Six normally achieving high school students were taught a planning and writing strategy to help them improve their analytical writing about literary texts. All students were provided instruction in genre-specific goals that were imbedded in explicit and systematic writing instruction. These goals included instruction in the critical standards of literary criticism, including instruction in one of two qtopoiq of literary criticism. (Fahnestock a Secor, 1991) Three students were given instruction in the ubiquity topos, focused on identifying patterns of imagery, diction, or symbolism that are ubiquitous in a piece of writing. The other three students were given instruction in the paradox topos, focused on identifying contradictory patterns in text that are then reconciled by the reader/writer.In a study of 124 fourth and sixth grade students, half of which were LD students, Ferretti et al., (2000), asked these students to take a ... Students were asked to include a belief statement, two or three reasons for their belief, examples and supporting information for each ... sixth grade students in the elaborated goal condition did produce more persuasive essays, with a greater number of argumentativeanbsp;...


Title:The Effects of Genre-specific Planning and Topoi Instruction on the Analytical Literary Arguments of High School Students
Author: William Edison Lewis
Publisher:ProQuest - 2008
ISBN-13:

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