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Knowing and writing history: A study...

de Oliveira, Luciana Carvalho.

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Knowing and writing history: A study of students' expository writing and teacher's expectations.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Knowing and writing history: A study of students' expository writing and teacher's expectations./
Author:	de Oliveira, Luciana Carvalho.
Description:	213 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2934.
Contained By:	Dissertation Abstracts International67-08A.
Subject:	Education, Secondary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3230622
ISBN:	9780542843273

Knowing and writing history: A study of students' expository writing and teacher's expectations.
de Oliveira, Luciana Carvalho.

Knowing and writing history: A study of students' expository writing and teacher's expectations. - 213 p.

Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2934.

Thesis (Ph.D.)--University of California, Davis, 2006.

This study investigated the language resources that 8th and 11th grade students drew on to write an exposition and considered the role of writing in school history. The study combined linguistic analyses of student writing with educational considerations in the under-researched content area of history. Using a qualitative methodology, the study drew on questionnaire data from 44 history teachers, interviews with four focus history teachers from two school districts in Sacramento, and essay data from these four teachers' classes. Teachers rated essays as successful and in need of improvement. These essays were then analyzed and linguistic patterns identified.

ISBN: 9780542843273Subjects--Topical Terms:

539262
Education, Secondary.

Knowing and writing history: A study of students' expository writing and teacher's expectations.
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100 1 $a de Oliveira, Luciana Carvalho. $3 1920681
245 1 0 $a Knowing and writing history: A study of students' expository writing and teacher's expectations.
300 $a 213 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2934.
500 $a Adviser: Mary J. Schleppergrell.
502 $a Thesis (Ph.D.)--University of California, Davis, 2006.
520 $a This study investigated the language resources that 8th and 11th grade students drew on to write an exposition and considered the role of writing in school history. The study combined linguistic analyses of student writing with educational considerations in the under-researched content area of history. Using a qualitative methodology, the study drew on questionnaire data from 44 history teachers, interviews with four focus history teachers from two school districts in Sacramento, and essay data from these four teachers' classes. Teachers rated essays as successful and in need of improvement. These essays were then analyzed and linguistic patterns identified.
520 $a The findings of the study showed that teachers have expectations in terms of how historical information is to be presented and developed, realized in the language and through the language used by students to demonstrate their historical understanding. Based on a functional linguistic analysis of student writing, the results revealed that successful 8th grade writers used thematic choices to signal the organizational structure of texts and cohesive resources such as pronouns and demonstratives to establish relationships between elements of discourse. The most distinguishing feature between successful essays and essays that needed improvement was in the way elaboration was used. Elaborating relationships were used to reiterate the main semantic notions presented in the texts. Less successful students did not use these linguistic patterns. Resources used at the 8th grade level were amplified at the 11th grade level. The 11th grade writers also used theme and elaboration, but evaluation was a very important feature. Resources for evaluation included negative and positive assessments. Students relied on concession and contrast to acknowledge alternative viewpoints that could be taken on the issue and to bring in multiple voices as sources of evaluations. This study shows that construing evaluative meanings is especially relevant for responding to an expository writing task in history and that elaboration, or the way examples, clarifications, additional details, and explanations are provided, is the most distinguishing feature between essays considered "strong" and "weak." These findings were used to provide pedagogical implications and suggestions for teacher education and professional development of history teachers.
590 $a School code: 0029.
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Social Sciences. $3 1019148
650 4 $a Language, Rhetoric and Composition. $3 1019205
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710 2 0 $a University of California, Davis. $3 1018682
773 0 $t Dissertation Abstracts International $g 67-08A.
790 1 0 $a Schleppergrell, Mary J., $e advisor
790 $a 0029
791 $a Ph.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3230622