How Fourth Graders Develop Points of View in Classroom Writing
Bibliographic Data
| ID | 13683243 |
|---|---|
| Authors | Peter B Mosenthal (University at Albany, State University of New York, corresponding author), Peter Mosenthal (Syracuse University), Randie Davidson-Mosenthal (Baker High School, Baldivinsville, N.Y.), Veronica K Krieger (University at Albany, State University of New York), Veronica Krieger (SUNY Albany) |
| Year | 1981 |
| Volume | 15 |
| Issue | 3 |
| Pages | 197-241 |
| Publication date | 1981-10-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Research in the Teaching of English (JOURNAL) |
| Journal identifiers | ISSN: 0034-527X • E-ISSN: 1943-2348 |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.58680/rte198115761 |
| OpenAlex | W301719180 |
| Language | EN |
| Citations received | 3 |
| References cited | 11 |
The purpose of this paper was to demonstrate that the manner in which children develop points of view in classroom writing is a function of how children verbally interact with their teachers. Eighty-two fourth graders were classified as using one of three verbal interaction patterns, or registers (Halliday, 1918). When given the instructions to write a story about a picture, children who employed an imitative response register used more descriptive information in developing their point of view than did children in the other two register groups; these imitative children developed mostly expository points of view. Children employing a noncontingent response register tended to use more schema-creative information in developing their points of view than did those in the other two register groups; these noncontingent children tended to develop narrative points of view in which a character's specified goal was only incidentally related to the outcome. Children who employed a contingent response register tended to develop points of view that made the most consistent use of task, stimulus, and schema information. These results are interpreted in terms of a proposed theory of perspectivetaking
Developmental psychology · Linguistics · Narrative · Point (geometry · Register (sociolinguistics · Schema (genetic algorithms · Computer Science · EFL/ESL Teaching and Learning · Psychology · Reading and Literacy Development · Writing and Handwriting Education
Recall of previously unrecallable information following a shift in perspective
Remembrance of things parsed
Toward a model of text comprehension and production.
The psychology of interpersonal relations.
Oral and Written Discourse of Basic Writers
Cognitive Egocentrism and the Problem of Audience Awareness in Written Discourse
Development in Syntactic and Strategic Aspects of Audience Adaptation Skills in Written Persuasive Communication
Toward a Theory of Early Writing Development
Audience and Mode of Discourse Effects on Syntactic Complexity in Writing at Two Grade Levels
Experiments on story comprehension and recall∗
Quality of Children's Recall under Two Classroom Testing Tasks
| Citations per year | 0.07 |
|---|---|
| Citation span | 1984 - 1991 (8) |
| Highly cited | No |