This research has as central theme the representations of teachers about the task of teaching young learners how to write. Within a process of continued teaching formation, the teacher elaborates representations of his work, which can or cannot interfere in his actions in the classroom. Starting from this assumption, this academic paperwork aims to identify and analyze the representations of the teaching of writing skills, configured in a text produced by a Fundamental Education teacher, after being part of a process of teaching formation. This research was developed based on the Sociodiscursive Interactionism conception (ISD) and contributions of the Clinic of the Activity (the lookalikes instruction procedure). An oral text, from a Fundamental Education teacher, of a public group of schools, in a city in the state of São Paulo, was analyzed, qualitatively, after being part of a ten hour teaching formation about methodologies of writing skill teaching for children from six to eleven years old. A brief view of the results of this research leads us to the conclusion that the teacher representations of his métier, specially the task of teaching how to write, reconfigured in his text, reveals the writing skill as a complex content of teaching, whose responsible is the teacher himself, an agent with intentions, motives and goes. The teaching of writing skills, for its complexity, is represented by the teacher as a sequence of activities and as a process of learning which presumes the realization of many teaching stages until the children can write a text themselves. These representations about writing skill teaching come from a long process of appropriation and (re)appropriation of this task, from a series of social preexisting acting models the activity genre, the actions of the teachers teachers in the encounters of teaching formation and the acting of other professional colleagues social representations of the educational profession and also representations from texts about, from and for this professional. This academic paperwork can be a contribution to the professionals who teach the teachers, for them to consider the representations teachers have about the task to teach writing skills, as a way to have a better understanding of the educational professionals and the process which they are involved to appropriate and (re)appropriate this task, for as long as his career can accomplish and not just a process of repeating other actions, but developing his own. To the scientific community, especially to the research groups which take de conception of the Sociodiscursive Interactionism and the Clinic of the Activity as basis for their research, this paperwork can contribute to a deeper understanding of the teachers work, from the analyses of his own text. The methodology of collecting data, the lookalikes instruction procedure, is also a contribution from this research as an indirect form of data collection which makes the teacher talks about others work, not knowing that he is talking about the representations of his own actions. / Esta pesquisa de mestrado tem como tema central as representações de professores sobre a tarefa de ensinar a escrever. Inserido em um processo de formação continuada, esse profissional constrói representações sobre seu trabalho, que podem ou não interferir em seu agir em sala de aula. Partindo-se dessa premissa, esse trabalho visa a identificar e analisar as representações do ensino da escrita, configuradas em um texto produzido por uma professora do Ensino Fundamental I, após um percurso de formação continuada. Essa pesquisa desenvolveu-se com base nos aportes teóricos do Interacionismo Sociodiscursivo (ISD) e contribuições da Clínica da Atividade (metodologia da Instrução ao Sósia). Foi analisado, qualitativamente, o texto oral de uma professora de Anos Iniciais, de uma Rede Municipal de Ensino no interior do Estado de São Paulo, que participou de dez horas de oficinas dedicadas ao estudo de práticas metodológicas de ensino da produção textual para crianças de seis a onze anos de idade. Sintetizando-se os resultados obtidos pode-se concluir que as representações da professora sobre seu métier, especialmente sobre a tarefa de ensinar a escrever, reconfiguradas em seu texto, revelam a escrita como um conteúdo complexo de ensinar, cuja responsabilidade recai sobre o professor, agente dotado de intenções, motivos e finalidades. O ensino da escrita, pela complexidade que se apresenta, é representado pela professora na forma de uma sequência didática, por ser tratar de um processo de construção de conhecimento que requer a realização de diversas etapas de ensino até se chegar à escrita dos alunos, propriamente dita. Essas representações sobre o ensino da escrita são oriundas de um longo processo de apropriação e reapropriação dessa tarefa, tanto a partir dos modelos do agir existentes na sociedade o gênero de atividade, o agir dos formadores no processo de formação continuada e de outros professores − quanto das representações sociais do trabalho do professor e aquelas expressas em textos sobre, por e para o profissional da educação. Esse trabalho pode contribuir aos formadores de professores para que, a partir dessas representações sobre o ensino da escrita, compreendam melhor suas ações na formação docente e o processo de apropriação e reapropriação pelo qual passa o professor, ao longo de toda a sua carreira profissional, não reproduzindo aquilo que vivencia, mas modificando seu agir enquanto agente de sua própria prática pedagógica. À comunidade científica, especialmente os grupos de pesquisa, cujo embasamento teórico é o Interacionismo Sociodiscursivo e a Clínica da Atividade, esta pesquisa contribui com uma melhor compreensão do trabalho do professor, em especial o ensino da escrita, a partir da análise de um texto produzido pelo próprio profissional. Em relação à metodologia de coleta de dados, a Instrução ao Sósia, essa pesquisa também traz a sua contribuição no sentido de servir ao ISD como forma de coleta indireta de dados, fazendo com que o professor, ao falar do trabalho do outro, revele representações de seu próprio agir.

Syftet med denna uppsats är att undersöka lärares inställning till digitala verktyg i läs- och skrivundervisningen. Syftet är också att undersöka hur lärare anser att digitala verktyg kan påverka elevers läs- och skrivutveckling. Genom kvalitativa intervjuer med lärare som undervisar i svenskämnet i årskurs 4–6 visar undersökningen att lärares inställning till att använda digitala verktyg i läs- och skrivundervisningen är positiv överlag och framför allt gäller det i skrivundervisningen. Enligt informanterna motiveras eleverna till skrivandet och till att bearbeta sina texter när det görs genom digitala verktyg. Samtidigt finns det också enligt informanterna vissa negativa aspekter med användningen av digitala verktyg såsom att handstilen försämras och att digitala verktyg kan leda till onödig distraktion av olika hemsidor. Sammanfattningsvis visar studien att de intervjuade lärarna inte anser att digitala verktyg. / The aim of this study is to examine teachers’ attitudes towards the use of digital tools in the teaching of reading and writing. The aim is also to find out how teachers perceive the impact of digital tools on pupils’ development in reading and writing. Based on semi-structured interviews with teachers teaching Swedish in year 4-6, the study finds that teachers’ attitudes towards digital tools is positive overall, especially in relation to the teaching of writing. According to the informants, digital tools provide motivation for pupils to write and rework their texts. However, the informants also addressed certain negative aspects of the use of digital tools, such as possible deterioration in pupils’ handwriting and unnecessary distraction of different web pages. To sum up, the study shows that the interviewed teachers do not think that digital tools alone, have any great effect on pupils’ development in reading and writing. Rather, the teachers believe that a varied approach to teaching is necessary and that digital tools can be useful in such an approach.

This project study focused on scholarly writing skills of adult students enrolled in a private graduate institution in the West Indies. The institution provided writing instruction, but scholarly writing skills remained inadequate for some students when they began their final projects. The project study provided insight into the most pervasive writing skill deficits and the positive and negative influences on writing skill development among graduate students. The research design was an applied qualitative case study using data collected from a purposeful sample of convenience within a bounded system of current students, faculty members, and administrators in one institution. Open-ended questionnaires (n = 5), interviews (n = 14), and qualitative assessments of student writing samples (n = 10) provided data for thematic qualitative analysis. Findings indicated a wide range of individual needs for writing development and guided the formation of a writing improvement project. The theory of andragogy provided the theoretical foundation for both the study and the project. Enrollment in the institution was limited to adults over 25 years of age; therefore, consideration of andragogical assumptions about how adults learn helped in understanding students' writing deficits and influences on their writing skill development. The project, called the Writing Suite, is an integrated curriculum aimed at developing students' scholarly writing skills throughout their graduate programs. When paired with the institution's emphasis on social change, the development of proficient writing skills will increase each student's potential for effecting positive change in his or her community and workplace.

This applied dissertation was designed to determine the impact of direct writing conventions instruction on second grade writing mechanics mastery at an independent school in southeast Florida. The research study utilized a nonexperimental quantitative method. The design was pretest-posttest with a control. The pretest-posttest assessment was the Children’s Progress Academic Assessment. The score utilized in the analysis was the Phonics/Writing subtest. De-identified data were collected and analyzed from two separate second grade classes from two consecutive school years (i.e., 2011-2012, 2012-2013). The control group consisted of 43 second graders who received writing conventions instruction in the context of student writing during individual and small group conferences. The control group received no direct writing conventions instruction. The treatment group consisted of 39 second graders who received direct writing conventions instruction through the use of mini-lessons during the writing workshop. An analysis of the de-identified data revealed that, although the treatment group mean change score had a positive change greater than the control group change score, the change was not statistically significant. The researcher failed to reject the null hypothesis relative to a statistically significant difference between the two groups. Recommendations were made for future research.

With the rise of English as the go-to language in the world, it has also become an important subject in the Swedish education system, aimed at preparing students for the English requirements expected of them in higher education and business. However, communication and content have become the main focus in the classroom, with grammar and accuracy being judged as variably important from teacher to teacher. This has led to students feeling confident in speaking, but lacking the skills needed to create accurate and coherent texts, the effects of which are detrimental to their credibility and can have serious negative effects in the workplace. The aim of this paper is to investigate the efficacy of different methods of corrective feedback (CF) aimed at improving grammatical accuracy in student writing. Eight studies were selected, looking at different methods of CF. The results showed that CF is indeed effective, but that many factors such as language proficiency, previous experience, scope of CF and error type influence the outcome of the CF. The implications of this are very relevant to the English classroom in Sweden as the classroom is not homogenous and teachers must take care to become aware of each student’s individual needs, prior knowledge and preferences in order to maximize the effectiveness of the CF. Future research could explore the effects of Dynamic CF and peer-reviewing, providing students with many opportunities to write and revise short texts while simultaneously actively engaging with language form.

Undersökningen syftar till att studera hur lärare arbetar med återkoppling för att utveckla elevens skriftliga språkkunskaper i förhållande till kunskapskrav. Ett delsyfte är att även undersöka vilka möjligheter och utmaningar lärarna ser med återkoppling på elevtexter som strategi för att utveckla elevens skriftliga språkkunskaper. Undersökningen utgår ifrån forskningsfrågorna om hur lärare tolkar Skolverkets kunskapskrav, hur lärare arbetar med återkoppling på elevtexter samt hur lärare uppfattar möjligheter och utmaningar med att ge återkoppling på elevtexter. Denna undersökning utgår ifrån en kvalitativ metod, baserat på kvalitativa semistrukturerade intervjuer. Materialet som analyserats består av sex intervjuer med yrkesverksamma utbildade lärare i ämnet svenska. Undersökningen visar att lärarna tolkar kunskapskraven likstämmigt, men upplever att de är komplexa. Vad gäller återkopplingen på elevtexter konstateras att lärarna anpassar arbetet med återkoppling efter tid, arbetsbelastning, men också utefter eleven och den aktuella skrivuppgiften. Gemensamt för lärarna i studien är att det uppfattas som viktigt att utveckla språket, samt att en sådan utveckling sker ligger hos både läraren och eleven. / This paper investigates how teachers work with feedback to improve the student’s written language, in relation to the syllabus. Moreover, this paper intends to distinguish what opportunitiesand challenges teachers face during their work with feedback regarding the student's writtenlanguage. The study emanates from the following research questions: How do teachers interpret the language criteria in the syllabus, how are the teachers working with feedback to improve students’ written language, and at last, what challenges and opportunities do the teachers experience during the work with feedback regarding the student's written language? The survey is based on a qualitative method, more specifically semi structed interviews with respondents teaching swedish in upper secondary school, in Sweden. The study shows that teachers tend to interpret the criteria in the syllabus uniformly, despite the complex formulations there are. It was also found that teachers’ feedback is adjusted to time, workload, but also the current writing assignment. The study also shows that the teachers interviewed, believes that the students’ development in written language is important and that both teachers and students are responsible for that such development is taking place

The place of the research paper in first-year composition (FYC) courses is often debated in composition forums. Many argue that the a-disciplinary nature of FYC doesn't allow instructors to teach the research paper in a way that will be transferable to disciplinary writing tasks, while others say that it is possible, as long as we have a thorough understanding of the kinds of writing tasks students will face in the disciplines and specifically teach writing skills that will be transferable. To identify these more generalizable writing skills to be emphasized, I interviewed 14 professors at Brigham Young University from different disciplines about the research papers they teach within their upper-division disciplinary courses and the kinds of researching and writing skills they expect students to have mastered before enrolling in these courses. I collated the results of the interviews and categorized 22 skills into four categories: writing process knowledge, genre knowledge, rhetorical knowledge, and researching knowledge, finding correlation between the 22 skills I identified with skills identified by both John Bean and Carra Leah Hood, lending credence to the value of my identified skills as worthwhile to be focused on in FYC. I draw on Amy Devitt's idea that the school genres we teach in FYC are antecedent genres to assert that teaching a research paper in FYC outside of the constraints of any one discipline can provide a viable and valuable learning experience, provided that it is taught with an emphasis on these writing skills that are most valued across the disciplines, and provided it is taught as a step along the way to later mastery of disciplinary genres.

The purpose of this research synthesis is to investigate how using blogs and Facebookin foreign language teaching can improve pupils´ writing skills in the target language.According to the theoretic framework around which the results of this researchsynthesis are organized, linguistic, pragmatic, intercultural and strategic competence arepart of writing skills. The results show that out of the 8 studies included in the researchsynthesis five showed an improvement in linguistic competence, three out of those fiveshowed an improvement in pragmatic competence as well, and another three studiesalso showed an improvement in pragmatic competence. None of the studies showed animprovement in intercultural or strategic competence.

No description available.

No description available.