![]() ![]() We conclude our discussion by recommending further investigation of ways in which alternatives to analytic exposition may be used as bridges to mastery of this important academic genre. A separate but related finding has to do with opportunities for interpretive insight that arose from writing in genres other than conventional analytic exposition, for example, narrative, descriptive, and imaginative writing. In this paper we present a study that explored how a group of high school students studying history and literature within an interdisciplinary framework experience the thinking demands associated with a particular kind of writing characteristic of both subjects: analytic exposition.We found that the task of articulating interpretive thematic statements is a significant challenge for these students, in some cases because the nature of interpretative understanding remains elusive to them and in others because they struggle with finding the language to express this understanding in a concise form. "Genre-based approaches to teaching writing have made important strides in heightening students’ awareness of audience and purpose but have paid less attention to the ways in which expectations for written performance in school context are embedded in expectations for certain kinds of discipline-based thinking. These findings act as a valuable lens through which to track the history of changing visions of literary education in US high schools. Specifically, the analysis shows an increase in racial and gender diversity of the authors of exam passages a decrease in literal comprehension questions and a corresponding increase in interpretive questions and a diminishing number of questions that ask for students' individual responses to literary texts. The study's analysis finds significant changes over time in some of the most controversial aspects of English language arts. The study introduces a data set of 110 Regents English exams and explores the results of a content analysis of the exams' literature questions. ![]() This study provides a historical perspective on the visions and values of educators and test-makers by analyzing a century's worth of standardized New York State English Language Arts exams (now known as Regents Exams), with a focus on questions about literature. New York State Regents Examination in English Language Arts (Common Core). The Algebra 2 course, often taught in the 11th grade, covers Polynomials Complex Numbers Rational Exponents Exponential and Logarithmic Functions. ![]() Those interested in English education have long debated the role and value of literature in high school students' education and lives, developing a range of visions about what and how students should read. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |