ERIC Number: EJ1371933
Record Type: Journal
Publication Date: 2022
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2657-215X
EISSN: EISSN-2621-5799
The Effect of Genre-Specific Strategy Instruction on the Writing Achievement of Fourth-Grade Students
Seban, Demet
Education Quarterly Reviews, v5 spec iss 2 p157-172 2022
The quality of writing instruction is the primary determinant of writing acquisition. Revising and feedback are crucial aspects of the writing process. In this study, genre-specific strategy instruction was used as part of feedback and revision to develop the text structure and content of different text types in fourth grade. The study also examined whether the effect differed based on the genre and students' gender. Thirty students' first and final drafts of opinion, expository, and argumentative texts were analyzed using rubrics for each type of genre. The results revealed no significant difference between female and male students' achievement in any different genres, but using this approach significantly affects students' total achievement in writing. Students' average persuasiveness in opinion and argumentative writing was not developed well when thinking about the genre elements in developing text structure and content. Writing expository texts achieved the highest scores. Strategy instruction for explicit guidance on the structure of the genre and using genre-specific criteria to revise draft texts are important writing strategies to raise the quality of writing.
Descriptors: Learning Strategies, Grade 4, Writing Achievement, Feedback (Response), Gender Differences, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A