A framework for content area writing: Mediators and moderators

Writing can be a tool for communicating and learning in content area subjects. This pretest-posttest quasi-experiment examined the effects of instruction in a content area writing framework on students’ text quality and ability to use writing to learn. It also examined the effects of possible modera...

Full description

Saved in:
Bibliographic Details
Published in:Journal of writing research 2010-04, Vol.2 (1), p.1-46
Main Authors: Klein, P. D., Kirkpatrick, L. C.
Format: Article
Language:English
Subjects:
genre
individual differences
teaching methods
Writing skills
writing to learn
Citations: Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
cited_by cdi_FETCH-LOGICAL-c228t-e4bb2b6b127232c9d4e613312d00008e66757853fbba464e895c9148d81a6ffd3
cites
container_end_page 46
container_issue 1
container_start_page 1
container_title Journal of writing research
container_volume 2
creator Klein, P. D.
Kirkpatrick, L. C.
description Writing can be a tool for communicating and learning in content area subjects. This pretest-posttest quasi-experiment examined the effects of instruction in a content area writing framework on students’ text quality and ability to use writing to learn. It also examined the effects of possible moderator variables (gender, previous writing achievement) and mediator variables (genre knowledge, approach to writing). A multilevel analysis was conducted with students nested within classes. Instruction significantly increased argument genre knowledge and explanation text quality, but not argument text quality, explanation genre knowledge, or learning during writing. Gender predicted previous writing achievement and posttest argument text quality, but did not interact significantly with instruction. Previous writing achievement strongly affected several posttest measures, but did not interact significantly with instruction. A path analysis supported the theory that instruction affects genre knowledge, which affects text quality, which predicts learning during writing.
doi_str_mv 10.17239/jowr-2010.02.01.1
format article
fullrecord <record><control><sourceid>doaj_cross</sourceid><recordid>TN_cdi_doaj_primary_oai_doaj_org_article_903b3fd755c043c0902ae3d6d938a3bc</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><doaj_id>oai_doaj_org_article_903b3fd755c043c0902ae3d6d938a3bc</doaj_id><sourcerecordid>oai_doaj_org_article_903b3fd755c043c0902ae3d6d938a3bc</sourcerecordid><originalsourceid>FETCH-LOGICAL-c228t-e4bb2b6b127232c9d4e613312d00008e66757853fbba464e895c9148d81a6ffd3</originalsourceid><addsrcrecordid>eNpNkE1LAzEQhoMoWKt_wFP-wNZJsptNPAil-FGoeNFzmHyVXduNZBcW_73bVsS5zPvO4WF4CLllsGA1F_quTWMuOEwd-ALYgp2RGQcBBQOQ5__yJbnq-3YKWkE9Iw9LGjPuw5jyJ40pU5e6IXQDxRyQjrkZmm57T1-Db3BIuafYebpPPuRjvSYXEXd9uPndc_Lx9Pi-eik2b8_r1XJTOM7VUITSWm6lZXx6ljvtyyCZEIx7mEYFKeuqVpWI1mIpy6B05TQrlVcMZYxezMn6xPUJW_OVmz3mb5OwMcdDyluDeWjcLhgNworo66pyUAoHGjgG4aXXQqGwbmLxE8vl1Pc5xD8eA3O0aQ42zcGmAW6AGSZ-AD6AaBE</addsrcrecordid><sourcetype>Open Website</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype></control><display><type>article</type><title>A framework for content area writing: Mediators and moderators</title><source>IngentaConnect Journals</source><creator>Klein, P. D. ; Kirkpatrick, L. C.</creator><creatorcontrib>Klein, P. D. ; Kirkpatrick, L. C.</creatorcontrib><description>Writing can be a tool for communicating and learning in content area subjects. This pretest-posttest quasi-experiment examined the effects of instruction in a content area writing framework on students’ text quality and ability to use writing to learn. It also examined the effects of possible moderator variables (gender, previous writing achievement) and mediator variables (genre knowledge, approach to writing). A multilevel analysis was conducted with students nested within classes. Instruction significantly increased argument genre knowledge and explanation text quality, but not argument text quality, explanation genre knowledge, or learning during writing. Gender predicted previous writing achievement and posttest argument text quality, but did not interact significantly with instruction. Previous writing achievement strongly affected several posttest measures, but did not interact significantly with instruction. A path analysis supported the theory that instruction affects genre knowledge, which affects text quality, which predicts learning during writing.</description><identifier>ISSN: 2030-1006</identifier><identifier>EISSN: 2030-1006</identifier><identifier>DOI: 10.17239/jowr-2010.02.01.1</identifier><language>eng</language><publisher>SIG Writing of EARLI</publisher><subject>genre ; individual differences ; teaching methods ; Writing skills ; writing to learn</subject><ispartof>Journal of writing research, 2010-04, Vol.2 (1), p.1-46</ispartof><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c228t-e4bb2b6b127232c9d4e613312d00008e66757853fbba464e895c9148d81a6ffd3</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,27903,27904</link.rule.ids></links><search><creatorcontrib>Klein, P. D.</creatorcontrib><creatorcontrib>Kirkpatrick, L. C.</creatorcontrib><title>A framework for content area writing: Mediators and moderators</title><title>Journal of writing research</title><description>Writing can be a tool for communicating and learning in content area subjects. This pretest-posttest quasi-experiment examined the effects of instruction in a content area writing framework on students’ text quality and ability to use writing to learn. It also examined the effects of possible moderator variables (gender, previous writing achievement) and mediator variables (genre knowledge, approach to writing). A multilevel analysis was conducted with students nested within classes. Instruction significantly increased argument genre knowledge and explanation text quality, but not argument text quality, explanation genre knowledge, or learning during writing. Gender predicted previous writing achievement and posttest argument text quality, but did not interact significantly with instruction. Previous writing achievement strongly affected several posttest measures, but did not interact significantly with instruction. A path analysis supported the theory that instruction affects genre knowledge, which affects text quality, which predicts learning during writing.</description><subject>genre</subject><subject>individual differences</subject><subject>teaching methods</subject><subject>Writing skills</subject><subject>writing to learn</subject><issn>2030-1006</issn><issn>2030-1006</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2010</creationdate><recordtype>article</recordtype><sourceid>DOA</sourceid><recordid>eNpNkE1LAzEQhoMoWKt_wFP-wNZJsptNPAil-FGoeNFzmHyVXduNZBcW_73bVsS5zPvO4WF4CLllsGA1F_quTWMuOEwd-ALYgp2RGQcBBQOQ5__yJbnq-3YKWkE9Iw9LGjPuw5jyJ40pU5e6IXQDxRyQjrkZmm57T1-Db3BIuafYebpPPuRjvSYXEXd9uPndc_Lx9Pi-eik2b8_r1XJTOM7VUITSWm6lZXx6ljvtyyCZEIx7mEYFKeuqVpWI1mIpy6B05TQrlVcMZYxezMn6xPUJW_OVmz3mb5OwMcdDyluDeWjcLhgNworo66pyUAoHGjgG4aXXQqGwbmLxE8vl1Pc5xD8eA3O0aQ42zcGmAW6AGSZ-AD6AaBE</recordid><startdate>201004</startdate><enddate>201004</enddate><creator>Klein, P. D.</creator><creator>Kirkpatrick, L. C.</creator><general>SIG Writing of EARLI</general><scope>AAYXX</scope><scope>CITATION</scope><scope>DOA</scope></search><sort><creationdate>201004</creationdate><title>A framework for content area writing: Mediators and moderators</title><author>Klein, P. D. ; Kirkpatrick, L. C.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c228t-e4bb2b6b127232c9d4e613312d00008e66757853fbba464e895c9148d81a6ffd3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2010</creationdate><topic>genre</topic><topic>individual differences</topic><topic>teaching methods</topic><topic>Writing skills</topic><topic>writing to learn</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Klein, P. D.</creatorcontrib><creatorcontrib>Kirkpatrick, L. C.</creatorcontrib><collection>CrossRef</collection><collection>DOAJ Directory of Open Access Journals</collection><jtitle>Journal of writing research</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Klein, P. D.</au><au>Kirkpatrick, L. C.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>A framework for content area writing: Mediators and moderators</atitle><jtitle>Journal of writing research</jtitle><date>2010-04</date><risdate>2010</risdate><volume>2</volume><issue>1</issue><spage>1</spage><epage>46</epage><pages>1-46</pages><issn>2030-1006</issn><eissn>2030-1006</eissn><abstract>Writing can be a tool for communicating and learning in content area subjects. This pretest-posttest quasi-experiment examined the effects of instruction in a content area writing framework on students’ text quality and ability to use writing to learn. It also examined the effects of possible moderator variables (gender, previous writing achievement) and mediator variables (genre knowledge, approach to writing). A multilevel analysis was conducted with students nested within classes. Instruction significantly increased argument genre knowledge and explanation text quality, but not argument text quality, explanation genre knowledge, or learning during writing. Gender predicted previous writing achievement and posttest argument text quality, but did not interact significantly with instruction. Previous writing achievement strongly affected several posttest measures, but did not interact significantly with instruction. A path analysis supported the theory that instruction affects genre knowledge, which affects text quality, which predicts learning during writing.</abstract><pub>SIG Writing of EARLI</pub><doi>10.17239/jowr-2010.02.01.1</doi><tpages>46</tpages><oa>free_for_read</oa></addata></record>
fulltext fulltext
identifier ISSN: 2030-1006
ispartof Journal of writing research, 2010-04, Vol.2 (1), p.1-46
issn 2030-1006
2030-1006
language eng
recordid cdi_doaj_primary_oai_doaj_org_article_903b3fd755c043c0902ae3d6d938a3bc
source IngentaConnect Journals
subjects genre
individual differences
teaching methods
Writing skills
writing to learn
title A framework for content area writing: Mediators and moderators
url http://sfxeu10.hosted.exlibrisgroup.com/loughborough?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-22T19%3A19%3A10IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-doaj_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=A%20framework%20for%20content%20area%20writing:%20Mediators%20and%20moderators&rft.jtitle=Journal%20of%20writing%20research&rft.au=Klein,%20P.%20D.&rft.date=2010-04&rft.volume=2&rft.issue=1&rft.spage=1&rft.epage=46&rft.pages=1-46&rft.issn=2030-1006&rft.eissn=2030-1006&rft_id=info:doi/10.17239/jowr-2010.02.01.1&rft_dat=%3Cdoaj_cross%3Eoai_doaj_org_article_903b3fd755c043c0902ae3d6d938a3bc%3C/doaj_cross%3E%3Cgrp_id%3Ecdi_FETCH-LOGICAL-c228t-e4bb2b6b127232c9d4e613312d00008e66757853fbba464e895c9148d81a6ffd3%3C/grp_id%3E%3Coa%3E%3C/oa%3E%3Curl%3E%3C/url%3E&rft_id=info:oai/&rft_id=info:pmid/&rfr_iscdi=true