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To be specified published In: Journal of Immersion and Content-Based Language Education
Vol. 5:2 (2017) ► pp.265–290

Dissertation

A sociocognitive model of interventions for writing instruction

 | University of New Brunswick
Published online: 6 November 2017
DOI logo with link
https://doi.org/10.1075/jicb.5.2.05bou
This summary reports on an ethnographic study conducted in French immersion concerning the writing development of at-risk and typically developing writers. Eight Grade 7 writers – four at-risk and four typically developing – were observed closely during classroom observations and participated in think-aloud protocols at the beginning and at the end of the school year 2012–2013 as well as in formal and informal interviews. In addition, the context in which those eight writers were learning to write was taken into consideration, therefore a total of 20 students participated in this study. Four teachers, the resource teacher, the counselor, and the two administrators were informants. Adopting a sociocognitive lense, the data reported here provide a detailed description of how the socioaffective, affective, and academic domains affected writing development, especially for at-risk writers. In order to respond to the affective and social needs of the writers of this study, a Sociocognitive Model of Interventions for Writing Instruction is proposed.
Article outline
  • 1.Introduction
  • 2.Theoretical framework and literature review
    • 2.1Sociocognitive theory
    • 2.2.Inclusion
    • 2.3Evidence-based writing practices
    • 2.4Empirical studies about writing in FI
    • 2.5At-risks writers in FI
  • 3.Research questions
  • 4.Methodology
    • 4.1Participants and sample
    • 4.2Data collection
    • 4.3Data analysis
  • 5.Results
    • 5.1Description and milieu analysis
    • 5.2Socioaffective domain
      • 5.2.1Peer rejection
      • 5.2.2Student groupings
    • 5.3Affective domain
      • 5.3.1Attitudes toward writing
      • 5.3.2Emotions related to learning to write and emotions experienced during writing
    • 5.4Academic domain
      • 5.4.1Writing processes
      • 5.4.2Writing traits
  • 6.Sociocognitive Model of Interventions for Writing Instruction
    • 6.1Socioaffective domain
    • 6.2Affective domain
    • 6.3Academic domain
      • 6.3.1Exemplary practices
      • 6.3.2Instructional organization
      • 6.3.3Targeted interventions
      • 6.3.4Formative assessment
  • 7.Conclusion
  • Note
  • References
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