TY - JOUR
AU1 - Newell, George E.
AU2 - Suszynski, Karen
AU3 - Weingart, Ruth
AB - This study examined how personal versus formal writing tasks affect what students take from literary text. The writing samples produced by sixty-five 10th-grade students in response to two short stories were analyzed for quality of response, audience, function, syntactic complexity, fluency, and types of response statements. Findings indicated that the reader-based or personal writing tasks enabled the students to produce qualitatively more effective responses that tended to be more fluent and constructed with a wider range of response statements. A shift in audience from teacher-as-examiner to teacher-student dialogue in the personal writing indicated a tentativeness that permitted the students to invite their reader into their explorations of the short stories.
TI - The Effects of Writing in a Reader-Based and Text-Based Mode on Students' Understanding of Two Short Stories
JF - Journal of Reading Behavior
DO - 10.1080/10862968909547657
DA - 1989-03-01
UR - https://www.deepdyve.com/lp/sage/the-effects-of-writing-in-a-reader-based-and-text-based-mode-on-HlLErsFJXC
SP - 37
EP - 57
VL - 21
IS - 1
DP - DeepDyve
ER -