Implementing a Metalinguistic Approach to Secondary School Writing.
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| Title: | Implementing a Metalinguistic Approach to Secondary School Writing. |
|---|---|
| Authors: | Telesca, Lynne1 telescal@newpaltz.edu |
| Source: | Language, Speech & Hearing Services in Schools. Jan2024, Vol. 55 Issue 1, p34-55. 22p. |
| Subject Terms: | *High schools, *Teaching methods, *Motivation (Psychology), *Academic achievement, *Teachers, *Written communication, *High school students, Linguistics |
| Abstract: | Purpose: Writing is an essential skill that secondary students need to establish for success in their further education, careers, and lives. However, most secondary students in the United States do not achieve the level of writing proficiency expected to ensure academic and future success. One approach that is emerging more in the research literature is the use of a metalinguistic approach to writing. Method: This tutorial begins with a discussion of current educational demands and performance trends in secondary-level academic writing and how secondary students and their educators are presently struggling to meet those demands. The tutorial continues further with a discussion of existing effective writing interventions, as well as current gaps in areas of writing intervention that have the potential to be filled if metalinguistic abilities are also targeted as part of comprehensive secondary-level writing instruction. The author then provides rationale for the use of a metalinguistic approach to secondary school writing including explanation of the metalinguistic processes of writing, how to target those processes while writing, and existing metalinguistic writing interventions. The tutorial concludes with step-by-step suggestions and methods for instructors/interventionists to implement a metalinguistic approach to academic writing with secondary students including (a) review of the critical aspects of students’ academic writing expectations, (b) collection of baseline data of students’ metalinguistic abilities, (c) facilitation of metalinguistic discussion while working on writing with students, and (d) differentiation of students’ instructional level of support. Conclusion: This tutorial will provide instructors/interventionists with the background information, rationale, and a framework to implement a metalinguistic approach to writing that can be utilized when working with secondary students during any academic writing task. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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