| dc.creator |
Carotti, L. |
|
| dc.creator |
Boscolo, P. |
|
| dc.date |
2003-01-01T00:00:00Z |
|
| dc.date.accessioned |
2015-07-20T22:15:56Z |
|
| dc.date.available |
2015-07-20T22:15:56Z |
|
| dc.identifier |
1567-6617 |
|
| dc.identifier |
1573-1731 |
|
| dc.identifier |
https://doaj.org/article/c8fd78d820374a3b9cfa053cf5bacee4 |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/18051 |
|
| dc.description |
This study was aimed at comparing the effects of two ways of teaching literature to 9th graders: one using writing as a tool for analyzing literary texts, the other using it in a more traditional way. We hypothesized that the use of writing as a flexible tool to study literature would modify students’ orientation to writing itself, as well as to literature, and that the use of writing would improve students’ understanding of a literary text. Twenty-five students (M = 14, F = 11) of the first class of a Scientific Lyceum participated as the innovative (“writing-oriented”) group, and the same number (M = 11, F = 14) as the traditional group. All students responded to a questionnaire on writing and wrote a commentary on a literary text at the beginning and end of their Italian-language classes. The results show an improvement in the writing-oriented students’ ability to write a commentary on a literary text, and their perception of the usefulness of academic and personal writing. |
|
| dc.language |
English |
|
| dc.publisher |
Springer |
|
| dc.relation |
http://l1.publication-archive.com/next?cont=8rHjzz9aFXQ= |
|
| dc.relation |
https://doaj.org/toc/1567-6617 |
|
| dc.relation |
https://doaj.org/toc/1573-1731 |
|
| dc.rights |
CC BY-NC-ND |
|
| dc.source |
L1 Educational Studies in Language and Literature, Vol 3, Iss 3, Pp 197-224 (2003) |
|
| dc.subject |
response to literature |
|
| dc.subject |
writing |
|
| dc.subject |
writing-to-learn |
|
| dc.subject |
Philology. Linguistics |
|
| dc.subject |
P1-1091 |
|
| dc.subject |
Language and Literature |
|
| dc.subject |
P |
|
| dc.subject |
DOAJ:Linguistics |
|
| dc.subject |
DOAJ:Languages and Literatures |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Philology. Linguistics |
|
| dc.subject |
P1-1091 |
|
| dc.subject |
Language and Literature |
|
| dc.subject |
P |
|
| dc.subject |
DOAJ:Linguistics |
|
| dc.subject |
DOAJ:Languages and Literatures |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Philology. Linguistics |
|
| dc.subject |
P1-1091 |
|
| dc.subject |
Language and Literature |
|
| dc.subject |
P |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Philology. Linguistics |
|
| dc.subject |
P1-1091 |
|
| dc.subject |
Language and Literature |
|
| dc.subject |
P |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Philology. Linguistics |
|
| dc.subject |
P1-1091 |
|
| dc.subject |
Language and Literature |
|
| dc.subject |
P |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.title |
Does writing contribute to improving high school students' approach to literature? |
|
| dc.type |
article |
|