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Source-Based Writing in Secondary School: Challenges and Accomplishments

Source-Based Writing in Secondary School: Challenges and Accomplishments

Tamara Kavytska, Vyacheslav Shovkovyi, Viktoriia Osidak
Copyright: © 2021 |Pages: 21
ISBN13: 9781799864875|ISBN10: 1799864871|ISBN13 Softcover: 9781799864882|EISBN13: 9781799864899
DOI: 10.4018/978-1-7998-6487-5.ch004
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MLA

Kavytska, Tamara, et al. "Source-Based Writing in Secondary School: Challenges and Accomplishments." Teaching Practices and Equitable Learning in Children's Language Education, edited by Christina Nicole Giannikas, IGI Global, 2021, pp. 63-83. https://doi.org/10.4018/978-1-7998-6487-5.ch004

APA

Kavytska, T., Shovkovyi, V., & Osidak, V. (2021). Source-Based Writing in Secondary School: Challenges and Accomplishments. In C. Giannikas (Ed.), Teaching Practices and Equitable Learning in Children's Language Education (pp. 63-83). IGI Global. https://doi.org/10.4018/978-1-7998-6487-5.ch004

Chicago

Kavytska, Tamara, Vyacheslav Shovkovyi, and Viktoriia Osidak. "Source-Based Writing in Secondary School: Challenges and Accomplishments." In Teaching Practices and Equitable Learning in Children's Language Education, edited by Christina Nicole Giannikas, 63-83. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-6487-5.ch004

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Abstract

This chapter examines the instructional intervention aimed at enhancing source-based compare-contrast writing in the secondary school students. Conceptually, it relies on the schema theory as a cognitive basis for integrated reading-writing instruction. The theory asserts that writing and reading both generate meaning using similar cognitive processes and types of knowledge: meta-knowledge of reading and writing strategies in relation to communicative goals, domain and textual knowledge, procedural knowledge that involves integrating writing and processing information while reading the text. Methodologically, the instruction is based on read-write cycle and was carried out in a secondary public school of Kyiv, with the 10th-grade students being the participant (n=22). The general hypothesis about a positive impact of read-write cycle instruction is partially confirmed in the research, which is an indication of the necessity to give further insight into the issue.

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