نویسندگان کوچک - نظرات بزرگ: تاثیر افشای دانش آموزان کلاس اول به نوشتن قانع
Abstract: Beginning writers are capable of making claims, but there is little evidence that they can provide support for their claims (Knudson, 1994). The purpose of this dissertation is to investigate whether increased exposure to and instruction with persuasive writing influences first-grade students\' ability to recognize, understand, and produce persuasive writing. This quasi-experimental study compared the Consume-Critique-Produce (CCP) writing intervention to an Exposure-Only (EO) condition over eleven weeks. Data were collected at pretest, posttest, and four and ten-week posttest in the form of oral and written book reviews, and scored for quality and inclusion of elements of persuasiveness. Students also identified elements of persuasiveness. The results revealed an association between conditions and students\' ability to identify the claim and reasons in a book review at the four-week posttest, with students in the CCP condition scoring significantly higher. There was a significant effect of time by condition on written book review quality between pretest and posttest, with the CCP condition producing higher scores. This effect was maintained four weeks after the intervention and when handwriting and spelling were controlled. There was also a significant effect of time by condition on oral book review quality between pretest and posttest, with students in the CCP condition scoring significantly higher. Finally, first-graders scored significantly higher, in terms of quality, productivity, and inclusion of elements of persuasiveness on orally produced book reviews than on written book reviews. Future research should address using the CCP approach with different genres and different age levels. Educators should consider using the CCP approach to teach writing in first grade.
Keywords: Book review,First grade,Persuasive writing,Writing, Writing instruction