Playful Punctuation in Primary Children's Writing
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| Title: | Playful Punctuation in Primary Children's Writing |
|---|---|
| Language: | English |
| Authors: | Burrell, Andrew, Beard, Roger (ORCID |
| Source: | British Educational Research Journal. Oct 2022 48(5):896-914. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Students, Writing Assignments, Punctuation, Play, Persuasive Discourse, Writing (Composition), Language Usage |
| DOI: | 10.1002/berj.3800 |
| ISSN: | 0141-1926 1469-3518 |
| Abstract: | The writing of three attainment groups of 10- to 11-year-old children was used to investigate their use of ludic (playful) punctuation in the composition of an advertisement for a new dessert. Framed within a consideration of language play in general, and children's use of punctuation in particular, the investigation revealed the ways in which primary children use playful punctuation in order to achieve their persuasive aims. There were clear differences between the attainment groups in both the content and range of these uses. The findings suggest that such uses--like language play as a whole--warrant further attention in educational research. Children use playful punctuation in distinctive ways without being prompted to do so. Future work needs to identify the writing tasks that enable the use of playful punctuation to flourish. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1350612 |
| Database: | ERIC |
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| Abstract: | The writing of three attainment groups of 10- to 11-year-old children was used to investigate their use of ludic (playful) punctuation in the composition of an advertisement for a new dessert. Framed within a consideration of language play in general, and children's use of punctuation in particular, the investigation revealed the ways in which primary children use playful punctuation in order to achieve their persuasive aims. There were clear differences between the attainment groups in both the content and range of these uses. The findings suggest that such uses--like language play as a whole--warrant further attention in educational research. Children use playful punctuation in distinctive ways without being prompted to do so. Future work needs to identify the writing tasks that enable the use of playful punctuation to flourish. |
|---|---|
| ISSN: | 0141-1926 1469-3518 |
| DOI: | 10.1002/berj.3800 |
