"ERIC ED373344: How Do Expert And Novice Writers Differ In Their Knowledge Of The Writing Process And Its Regulation (Metacognition) From Each Other, And What Are The Differences In Metacognitive Knowledge Between Writers Of Different Ages?" - Information and Links:

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"ERIC ED373344: How Do Expert And Novice Writers Differ In Their Knowledge Of The Writing Process And Its Regulation (Metacognition) From Each Other, And What Are The Differences In Metacognitive Knowledge Between Writers Of Different Ages?" and the language of the book is English.


“ERIC ED373344: How Do Expert And Novice Writers Differ In Their Knowledge Of The Writing Process And Its Regulation (Metacognition) From Each Other, And What Are The Differences In Metacognitive Knowledge Between Writers Of Different Ages?” Metadata:

  • Title: ➤  ERIC ED373344: How Do Expert And Novice Writers Differ In Their Knowledge Of The Writing Process And Its Regulation (Metacognition) From Each Other, And What Are The Differences In Metacognitive Knowledge Between Writers Of Different Ages?
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  • Language: English

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  • Internet Archive ID: ERIC_ED373344

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"ERIC ED373344: How Do Expert And Novice Writers Differ In Their Knowledge Of The Writing Process And Its Regulation (Metacognition) From Each Other, And What Are The Differences In Metacognitive Knowledge Between Writers Of Different Ages?" Description:

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A study diagnosed the nature of different text production abilities of Swiss grade 5 and grade 9 students, and of adults, and diagnosed good and poor writers' differences within each of these three age groups. Subjects, 36 in all, were uniformly divided between 11- and 15-year-old students from the Bernese secondary school and high school teachers. The 12 subjects of each age group were made up of six good and six poor text writers. Each subject worked with an additional person as a pair. Each pair was given the task of writing an article about the art and personage of a well-known Swiss iron-sculptor. The "tutor" guided the "tutee" through the task of writing the text. The tutee had to follow the tutor's advice and was responsible for the formulation and writing down of the surface structure sentences. Subjects were videotaped as they wrote the text. Results indicated that the most dominant factor for the differences among subjects was the age factor. On the whole, the subjects from grade 5 and grade 9 were generally far more similar than expected. Grade 9 subjects, who have almost finished school, did not seem to possess a well-developed metacognitive knowledge base for writing compared to that of the adult subjects. (Contains 17 figures illustrating various aspects of data gathering, correlation analyses, and the model underlying the research.) (RS)

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  • Added Date: 2014-10-19 03:15:07
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