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Writing attainment in 9- to 11-year-olds some differences between girls and boys in two genres

Writing attainment in 9- to 11-year-olds some differences between girls and boys in two genres

 Beard, Roger.
 2010
 p. 495 - 515 English
Ngôn ngữGender.Genre.Writing.Primary school education.
Tác giả CN Beard, Roger.
Nhan đề Writing attainment in 9- to 11-year-olds: some differences between girls and boys in two genres / Roger Beard and Andrew Burrell
Thông tin xuất bản 2010
Mô tả vật lý p. 495 - 515
Tóm tắt Gender differences in the imaginative narrative and persuasive description writing of a sample of Year 5 (9- to 10-year-old) children were investigated using a standardised test and a repeat design, with the same tasks being undertaken a year later. The texts were analysed using test guidelines and genre-specific rating scales derived from the relevant literature. Differences in writing attainment were found to exist, with boys generally performing less well than girls. In the five constituents of writing assessed by the test, girls scored significantly higher in four in both years. Boys did not score significantly higher than girls in any constituent in either year. However, boys wrote significantly more in Year 6 than they had written in Year 5, and this may reflect increases in handwriting attainment. Boys’ under-attainment was less pronounced in the persuasive description writing, and they scored significantly higher than girls in Year 5 in three features of this writing. Although a subgroup of the highest-attaining children contained more girls than boys, a detailed analysis did not indicate any girl-boy differences in textual effectiveness, content or language use. Some possible implications for practice and suggestions for further research are provided
Thuật ngữ chủ đề Ngôn ngữ-TVĐHHN.
Từ khóa tự do Gender.
Từ khóa tự do Genre.
Từ khóa tự do Writing.
Từ khóa tự do Primary school education.
Tác giả(bs) CN Burrell, Andrew.
Nguồn trích Language and education- 2010, Vol24, N.6
MARC
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520[ ] |a Gender differences in the imaginative narrative and persuasive description writing of a sample of Year 5 (9- to 10-year-old) children were investigated using a standardised test and a repeat design, with the same tasks being undertaken a year later. The texts were analysed using test guidelines and genre-specific rating scales derived from the relevant literature. Differences in writing attainment were found to exist, with boys generally performing less well than girls. In the five constituents of writing assessed by the test, girls scored significantly higher in four in both years. Boys did not score significantly higher than girls in any constituent in either year. However, boys wrote significantly more in Year 6 than they had written in Year 5, and this may reflect increases in handwriting attainment. Boys’ under-attainment was less pronounced in the persuasive description writing, and they scored significantly higher than girls in Year 5 in three features of this writing. Although a subgroup of the highest-attaining children contained more girls than boys, a detailed analysis did not indicate any girl-boy differences in textual effectiveness, content or language use. Some possible implications for practice and suggestions for further research are provided
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