Six normally achieving high school students were taught a planning and writing strategy to help them improve their analytical writing about literary texts. All students were provided instruction in genre-specific goals that were imbedded in explicit and systematic writing instruction. These goals included instruction in the critical standards of literary criticism, including instruction in one of two qtopoiq of literary criticism. (Fahnestock a Secor, 1991) Three students were given instruction in the ubiquity topos, focused on identifying patterns of imagery, diction, or symbolism that are ubiquitous in a piece of writing. The other three students were given instruction in the paradox topos, focused on identifying contradictory patterns in text that are then reconciled by the reader/writer.Similar gains were found when SRSD instruction was geared toward the argumentative writing of students, the general focus of this ... Three sixth grade students with LD were taught to write an opinion essay with a multi-step procedure. Firstanbsp;...
|Title||:||The Effects of Genre-specific Planning and Topoi Instruction on the Analytical Literary Arguments of High School Students|
|Publisher||:||ProQuest - 2008|