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The teaching and learning of the self-regulated writing process in a primary-5 class
self-regulated writing process
self-regulated process-oriented model of writing instruction
process model of writing development
self-regulated strategic development (SRSD)
The purposes of this study were to analyze the self-regulated writing process of fifth grade students, and investigate the effects of teaching fifth grade students to become self-regulated writers in the normal classroom when writing narratives in Chinese. The teacher-researcher was also the self-regulated process-oriented writing instruction program developer, utilizing a qualitative approach with techniques such as participant observation, interviewing, thinking-aloud writing, and questionnaires to collect the data from September 2005 to May 2006. The conclusions of this study were summarized as follows: 1. When fifth grade children are writing narratives, long-term memory, working memory, and short-term memory were all involved in the self-regulated writing process. It was necessary to extend the components of translating to text generation, transcription, on-line planning, on-line evaluating, on-line revising, and reading text while translating. In addition, the components of post-translating should be extended to reading, evaluating, and revising. The motivation of children would force them to set goals, self-instruct, self-evaluate, and write and revise the text; in addition, children would take actions actively to regulate the conditions of physiology, physics, and social environment. Children who could write high quality articles had more declarative knowledge and procedural knowledge about writing, and a higher command of metacognition, planning, reading, and revising repeatedly while writing. 2. Declarative knowledge including the text construction, rhetoric, punctuation marks etc. should be taught before procedural knowledge, i.e., how to write; Both cognitive strategies and self-regulated strategies should be included in the writing instruction; Limited writing was good for teaching children to plan and write narratives. The writing instruction should link up with the Chinese curriculum. 3. After the self-regulated process-oriented writing instruction, most of the children improved substantially in their knowledge and attitude toward writing in several categories, as well as the motivation, self-efficacy, self expectancy, strategy attributions, the length of narratives, the quality of articles, and the self-regulated writing process. Even when children were doing the thinking-aloud writing with no limitations, they could still use the knowledge, writing cognitive strategies and writing self-regulated strategies which were learned in the writing class. The self-regulated writing process model for developing writers was proposed according to the results. Some suggestions for teachers and future researchers were made as well.
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