Key Links:
Information about my work in program evaluation can be found at www.joshualawrence.com.
Educators who want professional development resources can find them at www.readingways.org.
Lexical ambiguity values from Wordnet.
Lawrence, J. F., Galloway, E. P., Yim, S., & † Lin, A. (2013). Learning to write in middle school? Insights into adolescent writers’ instructional experiences across content areas. Journal of Adolescent & Adult Literacy, 57(2), 151–161. http://doi.org/10.1002/jaal.219
摘要：尽管我们重视增加学生参与分析性写作的频率，但我们对青少年的“写作饮食”知之甚少。学生笔记本作为日常课堂作业的记录，为学生面临的写作预期的多样性提供了一个依据来源。本研究通过四名初中生所写的涉及12类学科领域的课堂（290篇文本）的笔记本进行仔细研究，帮助我们了解这些青少年如何在一个学年里如何适应这些不同学科背景下的写作规范。本研究的结果表明，特别是青少年作者他们可能很少有机会创作具有认知挑战性的体裁，比如分析性文章。值得注意的是，在学科领域的课堂上，学生很少进行延伸行的写作。
相关链接: http://doi.org/10.1080/19345740903167042
相关文献: Snow, C. E., Lawrence, J. F., & White, C. (2009). Generating knowledge of academic language among urban middle school students. Journal of Research on Educational Effectiveness, 2(4), 325–344. http://doi.org/10.1080/19345740903167042
