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The effects of structured pre-task writing plans in L1 and L2 on high school learners' FSL writing performance.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effects of structured pre-task writing plans in L1 and L2 on high school learners' FSL writing performance./
Author:	Gauthier, Maria.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2007,
Description:	176 p.
Notes:	Source: Masters Abstracts International, Volume: 69-02.
Contained By:	Masters Abstracts International69-02.
Subject:	Language arts. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=MR27302
ISBN:	9780494273029

The effects of structured pre-task writing plans in L1 and L2 on high school learners' FSL writing performance.
Gauthier, Maria.

The effects of structured pre-task writing plans in L1 and L2 on high school learners' FSL writing performance. - Ann Arbor : ProQuest Dissertations & Theses, 2007 - 176 p.

Source: Masters Abstracts International, Volume: 69-02.

Thesis (M.A.)--University of Toronto (Canada), 2007.

This item must not be sold to any third party vendors.

This study investigated the effects of three planning conditions (no planning, planning in English and planning in French) on FSL expository writing performance of 24 adolescent boys enrolled in the "Language B" course of the International Baccalaureate (IB) Program. The planning groups planned using structured written pre-task plans, and compositions were evaluated using the holistic scoring rubric for IB compositions (2002) as well as additional measures of fluency, complexity and accuracy. The pre-task plans led to higher composition scores in the categories of "cultural interaction" and "message" of the IB scoring rubric, but not for "language". The scores of the stronger and weaker writers were also compared: stronger writers benefited from the pre-task plans, whereas weaker writers did not. Within the stronger writers, the English Planning Group scored higher on more of the scoring measures. The findings indicate that planning can be beneficial for discursive features of expository texts.

ISBN: 9780494273029Subjects--Topical Terms:

532624
Language arts.

The effects of structured pre-task writing plans in L1 and L2 on high school learners' FSL writing performance.
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506 $a This item must not be added to any third party search indexes.
520 $a This study investigated the effects of three planning conditions (no planning, planning in English and planning in French) on FSL expository writing performance of 24 adolescent boys enrolled in the "Language B" course of the International Baccalaureate (IB) Program. The planning groups planned using structured written pre-task plans, and compositions were evaluated using the holistic scoring rubric for IB compositions (2002) as well as additional measures of fluency, complexity and accuracy. The pre-task plans led to higher composition scores in the categories of "cultural interaction" and "message" of the IB scoring rubric, but not for "language". The scores of the stronger and weaker writers were also compared: stronger writers benefited from the pre-task plans, whereas weaker writers did not. Within the stronger writers, the English Planning Group scored higher on more of the scoring measures. The findings indicate that planning can be beneficial for discursive features of expository texts.
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