Teachers' Perceptions of Students' Writing Quality

Annotated Research

Question: How does the number of compositions assigned affect teacher’s perception of students’ writing quality?

Answer: “Teachers’ perception of students’ writing ability was related to the number of compositions assigned.” NF Shumate. 1987. P. 438.

 Comment: I’m not sure what this finding means. I’m guessing that it means, with increasing numbers of assigned, supervised and graded writing, the teachers’ perception of writing improvement increases. RayS.

Title: “Annotated Bibliography of Research in the Teaching of English.” RK Durst and JD Marshall, Eds. Research in the Teaching of English (December 1988), 434-452.

Plagiarism

Annotated Research

Question: How do college students view plagiarism?

Answer: “Students tended to take plagiarism seriously, construing it in terms of fairness to other writers, responsibility of student independent work, and respect for ownership rights.” BM Kroll. 1988. P. 436.

Comment: As part of the opening presentation, you might ask students how they feel about plagiarism. It will be interesting to see if they concur with this researcher’s findings. More than likely, some will ask you to define it. That will get the discussion started. RayS.

Title: “Annotated Bibliography of Research in the Teaching of English.” RK Durst and JD Marshall, Eds. Research in the Teaching of English (December 1988), 434-452.

Rubrics for Rating Writing, Low to High

Question: What are the characteristics of a paper rated “low” and a paper rated “high”?

Answer:

Low

a. no focus, development, nor details

b dominated by ineffective, unnatural language

c. distractingly bad grammar

d. provokes the question “What’s it about?”

e. lacks control of language or sentence structure

 High

a. tightly focused, but not necessarily perfect

b. originality

c. noticeable language control: mature sentences and grammar

d. sense of audience; distinct and sincere voice

e. memorable examples. Pp. 422-423.

Note: The two missing categories are labeled “not so low” and “not so high.”

Comment: Even though these rubrics provide guidance, they are still subjective. RayS.

Title: “The Effect of Word Processing on the Quality of Basic [College] Writers’ Revision.” C McAllister and R Louth. Research in the Teaching of English (December 1988), 417-427.

Basic Writers, Revising by Hand and Word Processing

Question: What are the effects of word processing on the quality of revision for college basic writers?

Answer: “The purpose of this study was to discover whether basic writers revised more successfully with a word processor than with pen and paper.” P. 417.

“The results indicated that word processing does have a positive effect on the quality of revision in basic [college] writers.” P. 417.

One of the variables when revising with the word processor was the perspective of multiple typed copied.

Comment: The perspective of multiple typed copies appears to me to be a significant factor. RayS.

Title: “The Effect of Word Processing on the Quality of Basic [College] Writers’ Revision.” C McAllister and R Louth. Research in the Teaching of English (December 1988), 417-427.

Argumentative Reading and Writing

Research

Question: What are the reasons for teaching argumentative reading and writing and why are teachers reluctant to teach it?

Answer/Quote:

Why is Teaching Argument Important?
“Acquiring argumentative reading and writing strategies and practices represents a key component of recent curricular reforms in schools and universities throughout the United States and the world…. Perhaps one of the more dramatic examples of the growing significance of argumentation is the emphasis of argumentative reading and writing in the Common Core State Standards for English language Arts for Grades 6-12 in U.S. Schools (Council of Chief State School Officers and National Governors Association, 2010).” P. 273-274.

Why Are Teacher Reluctant to Teach Argumentation?

“On the one hand, although teachers may recognize the importance of argumentative reading and writing as central to acquiring academic literacies, they are often leery of introducing what may evolve into conflict and one-upmanship employed in the media, that is, argument consisting of competitive, combative debate…that leads to an ‘adversarial frame of mind’….

What Bad Habits Do Students Learn from the Media Concerning Debate?

“In addition, given their experiences with arguments in the media, students may then assume that in formulating claims, they simply need to summarize their claims to achieve the goal of convincing audiences without providing supporting evidence, considering counterarguments, or changing their own or others’ stances on an issue.”

Why Teach Argument?

 “On the other hand, the ability to identify the underlying argument, and its claims, warrants, and evidence, in reading and the ability to compose a high-quality argument, and its claims, warrants and evidence in writing are critical skills for academic success.” P. 274.

Comment: It is interesting that the authors of this research article lambaste the media for its failure to heed the requirements for true academic argument. Especially interrupting other people’s responses to claims. One place not to learn how to debate effectively is the media. Even when the speakers are not combative, they frequently interrupt rudely. Simon Constable of the Wall Street Journal staff interrupts when his guests are speaking and the guests have to fight frequently for air time with Constable. Yuk!

Other than using the media for examples of how not to debate, I have found that so long as the rules for debate or argumentation are clearly delineated, the concern about adversarial frames of mind is really of no concern—especially argument reduced to paper. RayS.

Title: “Teaching and Learning Argumentative Reading and Writing: A Review of Research.” GE Newell, et al. Reading Research Quarterly (July/ August/ September 2011), pp. 273-304.

Vocabulary in 3-and 4-Year-Old Children

Research

Question: Why is vocabulary enrichment important in early childhood?

Answer/Quote: “A large and rich vocabulary is one of the strongest predictors of reading comprehension…. Studies have demonstrated that the size of an individual’s word knowledge is related not only to comprehension in elementary grades…but also to fluency and comprehension in high school.” P. 249.

Quote: “The purpose of this study was to examine the hypothesis that helping pre-schoolers learn words through categorization may enhance their ability to retain words and their conceptual properties….” P. 249.

Comment: Makes sense. Learning to  read means applying words and understanding in oral vocabulary to the same words on the printed page. RayS.

Title: “Educational Effects of a Vocabulary Intervention on Preschoolers’ Word Knowledge and Conceptual Development: A Cluster-Randomization Trial.” SB Neuman, et al. Reading Research Quarterly (July/ August /September 2011), 249-271.

LGBT

Research

Question: How and why should we deal with Lesbian, Gay, Bisexual and/or Transgender(LGBT) literature in the classroom?

Answer/Quote: “Recently, scholars have argued for expanding texts in schools to include children’s and young adult literature with lesbian, gay, bisexual, and/or transgender (LGBT) characters and themes, and for including gay readings of more traditional literature as a means for discussing and countering homophobia and heterosexism in schools….”

Quote: “Most of these studies document the use of a single text in a larger unit or several texts in a single lesson, with the general assumption that all students are heterosexist if not outright homophobic….”

Quote: “These conflicting and simultaneous contexts allowed for, provoked, and even demanded discourses that are neither monolithically liberatory nor oppressive. We suggest that no single discourse  is. Rather, putting complementary and competing discourses in conversation with each other around diverse texts and in complex contexts provides opportunities for conflicts, resulting in ruptures releasing potential and promise for change.”  P. 149.

Comment: If I understand the findings of this research, discussions of LGBT literature could become a donnybrook. I’m a professional English teacher, not a psychologist.  I'm also not an activist on behalf of causes. If students introduce the subject, I will concentrate on the writing skills used to express ideas, without comment on the subject matter, as I will do for most students who write on controversial subjects. I don’t feel that I can control discussions on most controversial subjects. Students can write about their opinions, but, for me, I will stay out of it. RayS.

Title: “Analyzing Talk in a Long-Term Literature Discussion Group: Ways of Operating Within LGBT-Inclusive and Queer Discourses.” MV Blackburn and CT Clark Reading Research Quarterly (July/August/September 2011), 222-248.

Reading Comprehension

Research

Question: How define reading comprehension?

Answer/Quote: “Reading comprehension has been defined as the active extraction and construction of meaning from all kinds of text (Snow, 2002).”

Comment: FYI. RayS.

Title: “Testing the Impact of child Characteristics X Instruction Interactions on Third Graders’ Reading Comprehension by Differentiating Literacy Instruction.” CM Connor, et al. Reading Research Quarterly (July/August/September 2011), 189-221.

Methods Courses

Annotated Research

Question: What should be included in an English methods course?

Finding: “Secondary teachers and college professors did not agree on what topics were most important to emphasize.” G O’Malley. 1989. P. 442.

Comment: What do my readers think are the most important topics to cover in an English methods course? RayS.

Title: “Annotated Bibliography of Research in the Teaching of English.” Russel K Durst and James D Marshall, eds. Research in the Teaching of English (December 1989), 424-442.

Literature Classes

Annotated Research

Question: What happens in literature classes?

Answer: “The majority of time in class was spent on comprehension and on the learning of literary terms and concepts.” DA Zancanella. 1989. P. 442.

Comment: But how was comprehension taught? I’m a strong believer in beginning by asking students about what they did not understand or what they have questions about. I would only use the textbook’s questions or my questions, if the students did not raise the issue in their questions. RayS.

Title: “Annotated Bibliography of Research in the Teaching of English.” Russel K Durst and James D Marshall, eds. Research in the Teaching of English (December 1989), 424-442.

Vocabulary and Oral Story Reading

Question: What is the effect of teachers’ oral story reading on vocabulary acquisition?

Answer: “Found that oral story reading is a significant source of vocabulary learning, even when the reading does not include teacher’s explanation of word meaning.” WB Elley. 1989. P. 441.

Comment: I always assumed that reading aloud to children increased vocabulary knowledge. Here’s some research that suggests that reading aloud to children does increase vocabulary knowledge.

A personal experience: In my first year of teaching in eleventh grade, I assigned students to read Poe’s short story, “The Pit and the Pendulum.” I didn’t know much about directed reading assignments or preparing students for reading assignments at that time, so, I simply assigned them to read it in class.  I had absorbed that story when I was in high school and I expected the students to enjoy it as much as I did. They didn’t. Their body language was lifeless.  Bored. They closed their books with their eyes glazed.

I was upset. When I asked them if they liked the story, there was no response. I changed my question. “Why didn’t you like it?” One brave student raised his hand and said, “The words were too big.”

“Ok, I said, let’s try another way. I decided to read the story aloud to them. They read along with me. This time their body language changed, from slump to alert. They followed along greedily, taking each successive threat to the protagonist’s life with rapt attention. The class was ending, so I had to postpone the conclusion until the next day. They left the classroom buzzing and asking, “How’s this going to end?”

I didn’t know enough at that time to tell them to read it themselves that night, which would have been a perfect assignment. The next day, when I finished the story, the students collectively breathed a sigh of relief. “That was great,” they agreed.

The words were too big for them to read the story silently themselves, but when I read it aloud, they concentrated on the story and applied the context to understand the flow of the story. I’m not surprised that the teachers’ oral reading increases vocabulary. RayS.

Title: “Annotated Bibliography of Research in the Teaching of English.” Russel K Durst and James D Marshall, eds. Research in the Teaching of English (December 1989), 424-442.

Reading, Writing and Thinking

Annotated Research

Question: What happens when students read and write in combination?

Answer: “Found that reading and writing in combination can contribute in powerful ways to thinking.” RJ Tierney, et al. 1989. P. 439.

Comment: Think about the implications of this finding. RayS.

Title: “Annotated Bibliography of Research in the Teaching of English.” Russel K Durst and James D Marshall, eds. Research in the Teaching of English (December 1989), 424-442.

Word Processing

Question: What are some negative effects of the word processor when writing?

Answer: “Found that there was significantly less planning when the word processor was used alone.” C Haas. 1989. P. 433.

Comment: I never thought about it, but, considering my own writing with the word processor, one disadvantage is that I probably do not take the time to plan projects when using the word processor. I just start typing. However, when I’m not sure of what I’m doing, I use yellow, legal-sized paper and pencil—and I do mean pencil. Interesting insight. RayS.

Title: “Annotated Bibliography of Research in the Teaching of English.” Russel K Durst and James D Marshall, eds. Research in the Teaching of English (December 1989), 424-442.

Writing for Lawyers

Annotated Research

Question: How do lawyers write?

Answer: “Describes law writing as less reader-oriented and more oriented toward the speech community.” BL Gunnerson. 1989. P. 433.

Comment: In a sense, this finding makes sense. Lawyers make speeches all the time. I would not be surprised if they wrote as if they were giving a speech. If this finding is true, better know the lingo or you’ll soon find yourself lost in a turbulent sea of verbiage and specialized language. RayS.

Title: “Annotated Bibliography of Research in the Teaching of English.” Russel K Durst and James D Marshall, eds. Research in the Teaching of English (December 1989), 424-442.

Revising

Annotated Research

Question: What is the purpose for revising?

Answer: “Revising was stimulated by the writer’s need to create meaning emotionally, technically and rationally.” AMW Elliott. 1988. P. 438.

Comment: There’s a message in this finding—and a question to students: Why are you revising? It has to do with meaning. RayS.

Title: “Annotated Bibliography of Research in the Teaching of English.” Russel K Durst and James D Marshall, eds. Research in the Teaching of English (December 1989), 424-442.

Constraints and Success in Writing

Annotated Research

Question: To what extent do constraints on writing interfere with successful writing?

Answer: “Ability level and level of mechanical constraints had much less effect on composing process and product than did method of composing.” OP Cooper. 1988. P. 432.

Comment: This finding suggests to me that a systematic approach to composing (the writing process) creates a level of confidence that overcomes constraints, like  ability level and concern for mechanics. RayS.

Title: “Annotated Bibliography of Research in the Teaching of English.” Russel K Durst and James D Marshall, eds. Research in the Teaching of English (December 1989), 424-442.

Motivation and Writing

Annotated Research

Question: Are writers always motivated to the same degree when they write?

Answer: “Revealed that all writers can be motivated and non-motivated at times.”  TJ Burrows. 1988. P. 432.

Comment: A no-brainer, but I need to be reminded that motivation is not a constant, even for good student writers. RayS.

Title: “Annotated Bibliography of Research in the Teaching of English.” Russel K Durst and James D Marshall, eds. Research in the Teaching of English (December 1989), 424-442.

E-mails vs. Personal Conferences in Writing

Annotated Research

Question: Which is more effective. E-mail communication with the teacher or face-to-face conferences?

Answer: “Concludes that electronic mail may serve best as a complement to rather than as a substitute for face-to-face conferences.” PA Sullivan. 1989. P. 431.

Comment: Makes sense. The conference establishes a personal relationship with the teacher  that can help overcome  the depersonalized nature of e-mail communication. RayS.

Title: “Annotated Bibliography of Research in the Teaching of English.” Russel K Durst and James D Marshall, eds. Research in the Teaching of English (December 1989), 424-442.

Audience in Writing

Annotated Research

Question: What are the effects of choosing an audience in writing assignments?

Answer: “Assigning an audience increased students’ interest, effort, and use of audience-based strategies.” JM Redd-Boyd and WH Slater. 1989. P. 430.

Comment: I never bothered much with audience when I was teaching writing. However, the research is overwhelming that defining audience is important. RayS.
Title: “Annotated Bibliography of Research in the Teaching of English.” Russel K Durst and James D Marshall, eds. Research in the Teaching of English (December 1989), 424-442.

Writing Process and Product

Annotated Research

Question: Which is more effective in teaching writing, process or product?

Answer: “An approach integrating process and product concerns was more effective than approaches emphasizing either process or product.” BJ Krieger. 1988. P. 429.

Title: “Annotated Bibliography of Research in the Teaching of English.” Russel K Durst and James D Marshall, eds. Research in the Teaching of English (December 1989), 424-442.

Writing Strategies

Annotated Research

Question: What are some effective strategies in teaching writing?

Answer: “The most effective strategy was presentation of model pieces of writing, followed by free writing.” RE Knudson. 1989. P. 429.

Title: “Annotated Bibliography of Research in the Teaching of English.” Russel K Durst and James D Marshall, eds. Research in the Teaching of English (December 1989), 424-442.

Conferences in Teaching Writing

Annotated Research

Question: How do teachers use conferences in teaching writing?

Answer: “Some teachers used conferences to help students explore ideas and develop analytical skills, while others focused more on written mechanics.” AM Katz. 1988. P. 429.

Comment: As part of organizing conferences, students should give a purpose for the conference. Could make the conferences more productive. Teacher might produce a list of possible purposes with the opportunity for the student to supply a purpose not listed. RayS.

Title: “Annotated Bibliography of Research in the Teaching of English.” Russel K Durst and James D Marshall, eds. Research in the Teaching of English (December 1989), 424-442.

Writing Practices in the U.K. and the U.S.

Annotated Research

Question: How do teachers in the United Kingdom (U.K.) differ in the teaching of writing from the teachers in the U.S.?

Answer: “U.K. teachers emphasized imaginative writing while U.S. teachers emphasized analytic writing.” S Freeman and A McLeod. 1988. P. 428.

Comment: For me, this finding opens up a whole set of questions. RayS.

Title: “Annotated Bibliography of Research in the Teaching of English.” Russel K Durst and James D Marshall, eds. Research in the Teaching of English (December 1989), 424-442.