Six normally achieving high school students were taught a planning and writing strategy to help them improve their analytical writing about literary texts. All students were provided instruction in genre-specific goals that were imbedded in explicit and systematic writing instruction. These goals included instruction in the critical standards of literary criticism, including instruction in one of two qtopoiq of literary criticism. (Fahnestock a Secor, 1991) Three students were given instruction in the ubiquity topos, focused on identifying patterns of imagery, diction, or symbolism that are ubiquitous in a piece of writing. The other three students were given instruction in the paradox topos, focused on identifying contradictory patterns in text that are then reconciled by the reader/writer.Appendices Appendix A: Instruction page for completing analytical essays about literature Introduction: People who think and write about literature know that authors often include clues in their works that can serve as signals to a reader aboutanbsp;...
|Title||:||The Effects of Genre-specific Planning and Topoi Instruction on the Analytical Literary Arguments of High School Students|
|Author||:||William Edison Lewis|
|Publisher||:||ProQuest - 2008|