Graphic organizers as scaffold for students’ revision in the pre-writing stage
Writing is a complex process. Scardamalia and Bereiter (1987) categorize poor and expert writers according to the type of writing they do. Poor writers are likely to use the knowledge telling strategy where students think and write whatever comes to their mind. Their writing reflects their train of...
Saved in:
Main Author: | |
---|---|
Other Authors: | |
Format: | Article |
Language: | English |
Published: |
2013
|
Subjects: | |
Online Access: | https://hdl.handle.net/10356/100622 http://hdl.handle.net/10220/18195 http://www.ascilite.org.au/conferences/singapore07/procs/lee-cc.pdf |
Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
Institution: | Nanyang Technological University |
Language: | English |
id |
sg-ntu-dr.10356-100622 |
---|---|
record_format |
dspace |
spelling |
sg-ntu-dr.10356-1006222019-12-06T20:25:33Z Graphic organizers as scaffold for students’ revision in the pre-writing stage Lee, Chien-Ching School of Humanities and Social Sciences Australasian Society for Computers in Learning in Tertiary Education Conference (2007 : Singapore) DRNTU::Engineering::Materials Writing is a complex process. Scardamalia and Bereiter (1987) categorize poor and expert writers according to the type of writing they do. Poor writers are likely to use the knowledge telling strategy where students think and write whatever comes to their mind. Their writing reflects their train of thought rather than an understanding of the train of thought of the reader. Expert writers however, use the knowledge transforming strategy. They show an awareness of an overall plan or goal which they develop within the problem constraints given to meet their readers’ needs. Graphic organizers have often been used to help students plan their writing but not to revise their writing in the pre-writing stage. Based on the premise that students can revise better if they can see better what they are revising, this paper provides the theoretical underpinnings to show that graphic organizers could be useful revising tools in the pre-writing stage and guidelines on the effective use of graphic organizers as revision tools in multi-draft pre-writing. Accepted version 2013-12-10T02:13:39Z 2019-12-06T20:25:33Z 2013-12-10T02:13:39Z 2019-12-06T20:25:33Z 2007 2007 Journal Article Lee, C. C. (2007). Graphic organisers as scaffolding for students’ revision in the pre-writing stage. Proceedings of the Australasian society for computers in learning in tertiary education (ASCILITE) Conference, Singapore, 544-553. https://hdl.handle.net/10356/100622 http://hdl.handle.net/10220/18195 http://www.ascilite.org.au/conferences/singapore07/procs/lee-cc.pdf en © 2007 Chien-Ching Lee. application/pdf |
institution |
Nanyang Technological University |
building |
NTU Library |
country |
Singapore |
collection |
DR-NTU |
language |
English |
topic |
DRNTU::Engineering::Materials |
spellingShingle |
DRNTU::Engineering::Materials Lee, Chien-Ching Graphic organizers as scaffold for students’ revision in the pre-writing stage |
description |
Writing is a complex process. Scardamalia and Bereiter (1987) categorize poor and expert writers according to the type of writing they do. Poor writers are likely to use the knowledge telling strategy where students think and write whatever comes to their mind. Their writing reflects their train of thought rather than an understanding of the train of thought of the reader. Expert writers however, use the knowledge transforming strategy. They show an awareness of an overall plan or goal which they develop within the problem constraints given to meet their readers’ needs. Graphic organizers have often been used to help students plan their writing but not to revise their writing in the pre-writing stage. Based on the premise that students can revise better if they can see better what they are revising, this paper provides the theoretical underpinnings to show that graphic organizers could be useful revising tools in the pre-writing stage and guidelines on the effective use of graphic organizers as revision tools in multi-draft pre-writing. |
author2 |
School of Humanities and Social Sciences |
author_facet |
School of Humanities and Social Sciences Lee, Chien-Ching |
format |
Article |
author |
Lee, Chien-Ching |
author_sort |
Lee, Chien-Ching |
title |
Graphic organizers as scaffold for students’ revision in the pre-writing stage |
title_short |
Graphic organizers as scaffold for students’ revision in the pre-writing stage |
title_full |
Graphic organizers as scaffold for students’ revision in the pre-writing stage |
title_fullStr |
Graphic organizers as scaffold for students’ revision in the pre-writing stage |
title_full_unstemmed |
Graphic organizers as scaffold for students’ revision in the pre-writing stage |
title_sort |
graphic organizers as scaffold for students’ revision in the pre-writing stage |
publishDate |
2013 |
url |
https://hdl.handle.net/10356/100622 http://hdl.handle.net/10220/18195 http://www.ascilite.org.au/conferences/singapore07/procs/lee-cc.pdf |
_version_ |
1681041015156244480 |