Is the ability to comprehend the information of the text, analyze it, retrieve important information, compare and combine this information with the existing personal knowledge, plans and transform the information into a new coherent writing.
Published in Chapter:
Source-Based Writing in Secondary School: Challenges and Accomplishments
Tamara Kavytska (Taras Shevchenko National University of Kyiv, Ukraine), Vyacheslav Shovkovyi (Taras Shevchenko National University of Kyiv, Ukraine), and Viktoriia Osidak (Taras Shevchenko National University of Kyiv, Ukraine)
Copyright: © 2021
|Pages: 21
DOI: 10.4018/978-1-7998-6487-5.ch004
Abstract
This chapter examines the instructional intervention aimed at enhancing source-based compare-contrast writing in the secondary school students. Conceptually, it relies on the schema theory as a cognitive basis for integrated reading-writing instruction. The theory asserts that writing and reading both generate meaning using similar cognitive processes and types of knowledge: meta-knowledge of reading and writing strategies in relation to communicative goals, domain and textual knowledge, procedural knowledge that involves integrating writing and processing information while reading the text. Methodologically, the instruction is based on read-write cycle and was carried out in a secondary public school of Kyiv, with the 10th-grade students being the participant (n=22). The general hypothesis about a positive impact of read-write cycle instruction is partially confirmed in the research, which is an indication of the necessity to give further insight into the issue.