Process Versus Product Writing with Limited English Proficient Students
1996; Taylor & Francis; Volume: 20; Issue: 2 Linguagem: Inglês
10.1080/15235882.1996.10668628
ISSN1523-5890
AutoresRichard Gomez, Richard Parker, Rafael Lara‐Alecio, Leo Gómez,
Tópico(s)Multilingual Education and Policy
ResumoAbstract This study examined the effectiveness of free writing versus structured writing instruction with a group of 48 low-achieving limited English proficient (LEP) Hispanic students in an intensive 6-week summer program. Stratified random sampling ensured equivalent language skill levels in eight classrooms. Three classrooms were exposed to free writing, and five to structured writing. Weekly standardized writing samples were collected, and received nine scores of five types: (a) countable micro-indicators, (b) analytic ratings, (c) holistic scores, and (d) a productivity index. Structured Writing samples showed significant growth in five of nine scores, and Free Writing only one. Tests between treatments showed significant differences on just one score, in favor of Structured Writing. The authors emphasize the need for more empirical research.
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