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Teaching Writing in Grades 7–9 in Urban Schools in Chinese Societies in Asia
Hsiang,Tien Ping1; Graham,Steve2,3; Wong,Ping Man1
Source PublicationReading Research Quarterly
AbstractA random sample of 1,313 grades 7–9 Chinese language arts teachers in Shanghai, Hong Kong, Macao, and Taipei were surveyed about their instructional writing practices. When asked about their college, inservice, and personal preparation, three out of four teachers indicated that they were poorly prepared to teach writing. They were slightly positive about themselves and writing, their students and writing, and their effectiveness as writing teachers. Textbooks, school guidelines, national standards, and high school entrance exams played a prominent role in shaping how they taught writing, but a sizable minority of teachers indicated that they mostly designed their own writing program. Writing classes occurred infrequently, as just one in six teachers held a class more often than once every two weeks. Teachers used evidence-based practices, but such procedures were typically applied only once a month. Students completed a broad range of writing activities during the school year and applied a variety of revising and planning procedures. Consistent with sociocultural theory, teachers from the four locations evidenced differences on almost every variable studied, although the observed differences were mostly a matter of degree (i.e., teachers applied certain practices more or less frequently). Teachers’ preparation, beliefs about writing, and frequency of writing classes predicted their instructional practices and how frequently students engaged in specific writing activities.
KeywordAdolescence and materials Content literacy Genres Grammar methods Research methodology Sociocultural Strategies Survey Text types, text features Theoretical perspectives Writer’s workshop Writing Writing process Writing strategies Writing to learn
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Cited Times [WOS]:3   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionFaculty of Education
Affiliation1.University of Macau,,Taipa,Macao
2.Learning Sciences Institute Australia,,Brisbane,Australia
3.Arizona State University,,Tempe,United States
First Author AffilicationUniversity of Macau
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GB/T 7714
Hsiang,Tien Ping,Graham,Steve,Wong,Ping Man. Teaching Writing in Grades 7–9 in Urban Schools in Chinese Societies in Asia[J]. Reading Research Quarterly,2018,53(4):473-507.
APA Hsiang,Tien Ping,Graham,Steve,&Wong,Ping Man.(2018).Teaching Writing in Grades 7–9 in Urban Schools in Chinese Societies in Asia.Reading Research Quarterly,53(4),473-507.
MLA Hsiang,Tien Ping,et al."Teaching Writing in Grades 7–9 in Urban Schools in Chinese Societies in Asia".Reading Research Quarterly 53.4(2018):473-507.
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