FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W247588256> ?p ?o ?g. }

• W247588256 endingPage "13" @default.
• W247588256 startingPage "8" @default.
• W247588256 abstract "Many prison inmates who have passed the GED Test eagerly anticipate taking college courses. Unfortunately, most of these students are woefully unprepared for the writing demands of college. The following proposed curriculum, designed specifically for the adult, female prison population, addresses these writing deficiencies. Introduction: The Problem Passing the high school equivalency examination does not assure prisoners success in college, particularly in the field of writing. As a former Adult Basic Education (ABE) instructor in a women's correctional institution, I have witnessed a tremendous surge of confidence and self-worth in those inmates who pass the GED (General Educational Development) Test. Because their visions of continuing their education beyond the secondary level suddenly seem much closer to reality, these new GED graduates register enthusiastically for college programs offered within the prison walls. It is a paradox, however, that their initial success in passing the GED is often a prelude to failure at the college level. The GED writing test covers topics such as spelling, mechanics, syntax, and paragraph construction, but the multiple-choice format requires that the testee respond only to error. It is much easier, for example, to choose a misspelled word from a group of five than to spell correctly from dictation. Similarly, by using the process of elimination, the well-tutored student can spot an obvious error in syntax or a flaw in sentence structure. Because the students can pass the GED test with little or no knowledge of the writing process, they cannot understand their writing deficiencies until faced with the dilemma of having to produce a written assignment. It is imperative to address these writing shortcomings in order to continue helping these students who have just begun to experience aca demic success. Review of Literature Several recent research articles are of particular importance. To begin, Hayes and Flower (1980) conceive their writing model as a circle divided into four distinct stages generating, organizing, translating, and editing. They stress the importance of the recursive nature of the writing process. That is, both experienced and inexperienced writers may intermix the various phases of writing, and neither group necessarily proceeds in an orderly fashion from the initial jotting down of ideas to the final proofreading of the completed text. Instructionally, then, it would be essential not to expect students to write in discrete stages. In fact, in her research with unskilled writers, Perl (1979) found that her subjects not only used a similar composing method pre-writing, writing, and editing but also displayed a back-and-forth strategy which clearly reflects the recursive style that Hayes and Flower (1980) propose. Equally important and useful is the principle of guiding the student from what Emig (1971) terms the writing into the writing mode. (The reflexive mode is defined as that mode in which the writer expresses his/her own personal feelings and thoughts; the extensive mode, that in which the writer conveys or reports an impersonal message to the reader.) Emig (1971), who worked with a different kind of student ordinary twelfth graders found it extremely difficult to elicit writing of a personal nature: her subjects responded much more freely to those topics that required an extensive, impersonal style the mode which schools request most often. In contrast, with unskilled writers the opposite seems to be the case. That is, the unskilled writer prefers the r flexive mode; using a personal style, the basic writing student produces longer texts with greater fluency (Lewis, 1981; Moff tt, 1968; Moffett & Wagner, 1976; Perl, 1979). This proposed program suggests that the teacher initially assign topics of a reflexive nature and then gradually shift into less personal areas. The issue of writer-based prose versus reader-based prose is also relevant here. Bereiter and Scardamalia (1982) suggest that children must be helped to overcome their reliance on a conversational partner. This inability to consider the reader-the hallmark of writer-based prose also characterizes the work of the unskilled writer, a type Flower (1979) calls egocentric. Thus, both children and less-skilled writers have difficulty considering the reader, who may not have access to the information necessary to comprehend the writer's prose. It is important to note, however, that Flower (1979) regards good writer based prose as an acceptable stage in the development of excellence in writing. She suggests that writer-based prose will serve college students adequately until they become sophisticated enough to produce reader-based prose." @default.
• W247588256 created "2016-06-24" @default.
• W247588256 creator A5012464215 @default.
• W247588256 date "1986-01-01" @default.
• W247588256 modified "2023-09-26" @default.
• W247588256 title "A Post-GED Writing Curriculum for Incarcerated Women--Planning for College." @default.
• W247588256 cites W1486109976 @default.
• W247588256 cites W243187565 @default.
• W247588256 cites W2799703916 @default.
• W247588256 cites W404231801 @default.
• W247588256 cites W618849555 @default.
• W247588256 hasPublicationYear "1986" @default.
• W247588256 type Work @default.
• W247588256 sameAs 247588256 @default.
• W247588256 citedByCount "0" @default.
• W247588256 crossrefType "journal-article" @default.
• W247588256 hasAuthorship W247588256A5012464215 @default.
• W247588256 hasConcept C120912362 @default.
• W247588256 hasConcept C138885662 @default.
• W247588256 hasConcept C144024400 @default.
• W247588256 hasConcept C145420912 @default.
• W247588256 hasConcept C149923435 @default.
• W247588256 hasConcept C151730666 @default.
• W247588256 hasConcept C154945302 @default.
• W247588256 hasConcept C15744967 @default.
• W247588256 hasConcept C164913051 @default.
• W247588256 hasConcept C17744445 @default.
• W247588256 hasConcept C19165224 @default.
• W247588256 hasConcept C19417346 @default.
• W247588256 hasConcept C199539241 @default.
• W247588256 hasConcept C2777022483 @default.
• W247588256 hasConcept C2777267654 @default.
• W247588256 hasConcept C2777530160 @default.
• W247588256 hasConcept C2777801307 @default.
• W247588256 hasConcept C2779077324 @default.
• W247588256 hasConcept C2779148373 @default.
• W247588256 hasConcept C2780656516 @default.
• W247588256 hasConcept C2780957641 @default.
• W247588256 hasConcept C2908647359 @default.
• W247588256 hasConcept C41008148 @default.
• W247588256 hasConcept C41895202 @default.
• W247588256 hasConcept C47177190 @default.
• W247588256 hasConcept C73484699 @default.
• W247588256 hasConcept C86803240 @default.
• W247588256 hasConceptScore W247588256C120912362 @default.
• W247588256 hasConceptScore W247588256C138885662 @default.
• W247588256 hasConceptScore W247588256C144024400 @default.
• W247588256 hasConceptScore W247588256C145420912 @default.
• W247588256 hasConceptScore W247588256C149923435 @default.
• W247588256 hasConceptScore W247588256C151730666 @default.
• W247588256 hasConceptScore W247588256C154945302 @default.
• W247588256 hasConceptScore W247588256C15744967 @default.
• W247588256 hasConceptScore W247588256C164913051 @default.
• W247588256 hasConceptScore W247588256C17744445 @default.
• W247588256 hasConceptScore W247588256C19165224 @default.
• W247588256 hasConceptScore W247588256C19417346 @default.
• W247588256 hasConceptScore W247588256C199539241 @default.
• W247588256 hasConceptScore W247588256C2777022483 @default.
• W247588256 hasConceptScore W247588256C2777267654 @default.
• W247588256 hasConceptScore W247588256C2777530160 @default.
• W247588256 hasConceptScore W247588256C2777801307 @default.
• W247588256 hasConceptScore W247588256C2779077324 @default.
• W247588256 hasConceptScore W247588256C2779148373 @default.
• W247588256 hasConceptScore W247588256C2780656516 @default.
• W247588256 hasConceptScore W247588256C2780957641 @default.
• W247588256 hasConceptScore W247588256C2908647359 @default.
• W247588256 hasConceptScore W247588256C41008148 @default.
• W247588256 hasConceptScore W247588256C41895202 @default.
• W247588256 hasConceptScore W247588256C47177190 @default.
• W247588256 hasConceptScore W247588256C73484699 @default.
• W247588256 hasConceptScore W247588256C86803240 @default.
• W247588256 hasIssue "1" @default.
• W247588256 hasLocation W2475882561 @default.
• W247588256 hasOpenAccess W247588256 @default.
• W247588256 hasPrimaryLocation W2475882561 @default.
• W247588256 hasRelatedWork W163185514 @default.
• W247588256 hasRelatedWork W2044399844 @default.
• W247588256 hasRelatedWork W2072511503 @default.
• W247588256 hasRelatedWork W2176312453 @default.
• W247588256 hasRelatedWork W217992200 @default.
• W247588256 hasRelatedWork W221015228 @default.
• W247588256 hasRelatedWork W2257051313 @default.
• W247588256 hasRelatedWork W254585658 @default.
• W247588256 hasRelatedWork W2559349320 @default.
• W247588256 hasRelatedWork W2587285964 @default.
• W247588256 hasRelatedWork W285668838 @default.
• W247588256 hasRelatedWork W2902471425 @default.
• W247588256 hasRelatedWork W2937012568 @default.
• W247588256 hasRelatedWork W296463374 @default.
• W247588256 hasRelatedWork W3037664374 @default.
• W247588256 hasRelatedWork W3213363820 @default.
• W247588256 hasRelatedWork W325456640 @default.
• W247588256 hasRelatedWork W330876173 @default.
• W247588256 hasRelatedWork W332132627 @default.
• W247588256 hasRelatedWork W51605265 @default.
• W247588256 hasVolume "37" @default.
• W247588256 isParatext "false" @default.
• W247588256 isRetracted "false" @default.

• next