Executive Functions Predict Development In Syntactic Complexity Of Narrative Writing

Early on McCarthy states the the point of this study and article is to, “Contribute to our understanding of how students learn to write in school.” (234). McCarthy literally wants to make the point that learning to write should be viewed as a growth process from both a social and individual aspect depending on the situation. (234). McCarthy observed a college student as he took three different courses composition I, poetry, and biology. McCarthy explains that through her examination of the the

The article “The Writing Revolution” by Peg Tyre is a piece which aims to address the problems in school systems often associated with the way in which writing is taught to students. Tyre’s article conveys the different arguments presented in the course of teaching writing to students, which have been shown to be on opposite sides of the creative and analytical spectrum. These different perspectives of how to build the foundation of writing for the children of America as well as other countries are backed similarly on both sides, though the debate still continues. “The Writing Revolution” instead of focusing on all aspects of writing, highlights the effectiveness of analytical fundamentals over that of creative writing in helping to

Answers to each question are assigned a 1 if answered correctly, and 0 if answered incorrectly. A testing script is provided for each subtest with a number of examples showing commonly given correct and incorrect answers. The examiner’s manual also provides a sample picture card and “good story” example for the examiner to show and read to the student before the story writing subtest is given. Two additional picture cards, one for each form, are provided for the story writing subtest. The examiner’s manual provides specific scoring criteria for each subtest. The contextual conventions subtest and the story composition are spontaneous tests with no ceiling measurement. These two tests are scored after the completion of the story composition. The story is evaluated against 21 specific contextual convention criteria, and 11 story composition criteria, stories under

Instructional Setting: Whole classroom usage, sometimes at desks working independently or with a partner, and also working as a class.

Writing is a practice that most of us were taught when we were young. We were taught the basics of grammar, how to form a sentence, conjunction words, how to write paragraphs and more. Although we have learned this skill while growing up and have used the skill every year after entering kindergarten, this does not mean our writing process will ensure the best work. The authors that I chose each encourage their audience to excel in the art of writing in their own way to help with the writing process.

Most elements of writing (development, organization, and style) fit task, purpose, and audience. Some identifiable mismatches.

This resulted from my acceptance into the Honors Transfer Fellows program as a part of the MTSU Honors College. As a requirement of this program, I completed an honors thesis. Due to my interest in the adult population, I decided to focus my research on narrative performance in older adults with and without cognitive or nervous system disorders. Specifically, I wanted to evaluate multiple aspects of narrative quality, such as story length, cohesion, relevancy, dysfluencies, and lexical diversity, when based off different stimuli and at different ages. Furthermore, I had many additional opportunities through completing this project.

In today’s workforce, jobs are heavily based upon the skills that one has and how well one can perform them in their field of study. A major component skill that lacks in many young people today is writing. Writing plays is an important role in life, one needs it to communicate with other people. If young people are not taught this in their years of schooling and do not learn to master it, consequently they will come out on the bottom with poor writing skills. Which in

Writing is a process that requires brain work. In order to write you would need grammar skills. I feel like a huge part in writing is to be able to plan out and know how to categorize your ideas into different paragraphs. For some people writing is a way to escape for a while. For others writing is a traumatic thing they would never want to do unless they have no other option.

Bailey’s writing sample was assessed using the Smarter Balance Narrative Rubric that analyzed the components of organization/purpose, development/elaboration, and conventions. For the component of organization/purpose, Bailey was given a score of 3 indicating that organization and focus was adequate. Bailey’s strengths were delivering an evident plot and an adequate setting, character, and point of view. In addition, she presented an opening and closing with a sequence of events. Bailey struggled in her use of transitional strategies. For the component of development/elaboration, Bailey was given a score of 3 which notes that the narrative was adequately developed. Bailey’s strengths were developing the story components, make connections,

English is a hard language to learn, for there are numerous elements of effective usage and writing. Many people, including me, struggle in writing because of a lack of knowledge. Since middle school, English was not a strong suit of mine. I struggled with the simplest of tasks often taking a considerably longer time to complete a task than the other students. Unmotivated teachers and a lack of interest resulted in remedial writing skills. To put it simply, I had little confidence in my writing and I dreaded taking the class because of the writing involved. In spite of my fears, I took the course and I was able to perfect and challenge my mediocre writing skills.

Since the very beginning of elementary school, ELA had been my favorite subject. I flew through the class with little effort, and by the end of every year, I’d have the highest grade for English. The number one thing I did in my free time was even writing. At the time, I didn’t notice a rather glaring problem of mine. Every story would go by quickly, seemingly over within a few pages. One story I had written was only 50 pages in total, and that wasn’t even typed! This problem stayed with me all the way into eighth grade, when I had really pinpointed what was wrong. I wasn’t able to slow down a moment, so that one event could span pages and pages. By the end of the first trimester of eighth grade, though, I had learned to make a story go on and on.

Education Northwest created “6+1 Traits of Writing” as a method for teaching and assessing writing. This model consists of six “writing” qualities, ideas, voice, organization, conventions, word choice, and fluency, and one “appearance” quality, presentation. The main theme and the details of the writing are presented in the “ideas” of the piece. The “ideas” describe how clearly the writer shows his thoughts. The internal structure of the writing is presented through the “organization”, which lays out the sequence of the story, its strength and logic, and the connections in the written material. The writer expresses his feelings trough the “voice”. The “voice” distinguishes the writer as who he is. Through the “word choice”, the writer articulates

Writing has always been something I dread. It’s weird because I love talking and telling stories, but the moment I have to write it all down on paper, I become frantic. It’s almost as if a horse race just begun in my mind, with hundreds of horses, or words, running through my mind, unable to place them in chronological order. Because I struggle to form satisfying sentence structure, it takes me hours, sometimes even days, to write one paper. It’s not that I think I’m a “bad writer,” I just get discouraged easily. Needless to say, I don’t think highly of my writing skills. When I was little I loved to both read and write. I read just about any book I could get my hands on, and my journal was my go to for my daily adventures. Although it’s

According to experts, (Burgoon & Hale, 1983a, 1983b ; Daly & Wilson, 1983 ; Stafford & Daly, 1984) when students are anxious while writing, this known as : writing apprehension. This latter, is regarded as a distinct form of anxiety, unique to written communication (Cheng, Horwitz, and Schallert, 1999, p.418). Again, the same researchers documented a significant negative relationship between anxiety and L2 achievement in writing courses. (ibid, p.418). In fact, the vast majority of investigations have indicated that writing anxiety is negatively associated with the quality of the message encoded (Burgoon & Hale, 1983b ; Daly, 1977 ; Fleming, 1985 ; Garcia, 1977), and with individuals ' actual writing behaviour (Bannister, 1992 ; Bloom, 1980 ; Selfe, 1981), their writing performance (Dickson, 1978 ; Fairgley, Daly, & Witte, 1981 ; Flower & Ross, 1982), and willingness to write or to take advanced writing courses. (Daly & Miller, 1975b). (ibid, p.418). Talking about the students’ deficits in the writing skill, they are generally, worried about making grammatical mistakes, their lack of thoughts and vocabulary of the Target Language (TL). (ibid, p.423). However, It is worthy for consideration that L1 appeared to be quite strongly correlated to L2 speaking anxiety, but not statistically significant correlation was found between foreign language writing anxiety and native language writing anxiety. In a word, language anxiety in writing in