{"id":{"repo_id":"brock","oai_identifier":"oai:brocku.scholaris.ca:10464/1696"},"canonical_url":"https://search.dev.ndltd.org/etd/brock/oai:brocku.scholaris.ca:10464/1696","repository":{"repo_id":"brock","name":"Brock University","base_url":"https://brocku.scholaris.ca/server/oai/request"},"display":{"title":"A cognitive schematic paradigm for expository essay writing in secondary schools","abstract":"The methodology outlined in this study for teaching exposit ory writing to advanced (five year phase) grade eleven students is based on the assumption that writing as a problem solving strategy is a high level cognitive skill . In adhering to this assumption, a cognitively based schematic organizer known as a cross-classification chart was tested for its effectiveness a t the planning stage of the writing process . Results were not significant in any of the three components that were evaluated; however , a post- hoc analysis undertaken because of recorded observed data indicated a significant difference in the mean score on the Organization component for the treatment subgroup using the cross- classification organizer . Furthermore, the treatment group's positive response from the attitude survey towards planning writing is encouraging enough that replication and extension of the application of schema theory to wri ting should be pursued in cross-section and longitud i nal studies.","abstract_html":"The methodology outlined in this study for teaching exposit ory writing to advanced (five year phase) grade eleven students is based on the assumption that writing as a problem solving strategy is a high level cognitive skill . In adhering to this assumption, a cognitively based schematic organizer known as a cross-classification chart was tested for its effectiveness a t the planning stage of the writing process . Results were not significant in any of the three components that were evaluated; however , a post- hoc analysis undertaken because of recorded observed data indicated a significant difference in the mean score on the Organization component for the treatment subgroup using the cross- classification organizer . Furthermore, the treatment group's positive response from the attitude survey towards planning writing is encouraging enough that replication and extension of the application of schema theory to wri ting should be pursued in cross-section and longitud i nal studies.","abstract_has_math":false,"creators":["Duffy, Mary Cipolla."],"institution":"Brock University","degree_name":"Master of Education","degree_level":"Masters","degree_discipline":"Faculty of Education","degree_department":"Department of Graduate and Undergraduate Studies in Education","school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1984,"date_issued":"1984-07-09T17:30:46Z","date_published":"1984-07-09T17:30:46Z","updated_at":"2026-07-24T01:23:02Z","subjects":["Exposition (Rhetoric)","English language--Rhetoric--Study and teaching (Secondary)","Cognition."],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10464/1696","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.department","label":"Department","values":["Department of Graduate and Undergraduate Studies in Education"]},{"key":"dc:creator","label":"Author","values":["Duffy, Mary Cipolla."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2009-07-09T17:30:46Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2009-07-09T17:30:46Z"]},{"key":"dc:date.issued","label":"Date","values":["1984-07-09T17:30:46Z"]},{"key":"dc:type","label":"Dc Type","values":["Electronic Thesis or Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Faculty of Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Brock University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Exposition (Rhetoric)","English language--Rhetoric--Study and teaching (Secondary)","Cognition."]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10464/1696"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The methodology outlined in this study for teaching exposit ory writing to advanced (five year phase) grade eleven students is based on the assumption that writing as a problem solving strategy is a high level cognitive skill . In adhering to this assumption, a cognitively based schematic organizer known as a cross-classification chart was tested for its effectiveness a t the planning stage of the writing process . Results were not significant in any of the three components that were evaluated; however , a post- hoc analysis undertaken because of recorded observed data indicated a significant difference in the mean score on the Organization component for the treatment subgroup using the cross- classification organizer . Furthermore, the treatment group's positive response from the attitude survey towards planning writing is encouraging enough that replication and extension of the application of schema theory to wri ting should be pursued in cross-section and longitud i nal studies."]},{"key":"dc:title","label":"Title","values":["A cognitive schematic paradigm for expository essay writing in secondary schools"]}]}],"canonical_facts":{"dc:contributor.department":["Department of Graduate and Undergraduate Studies in Education"],"dc:creator":["Duffy, Mary Cipolla."],"dc:date.accessioned":["2009-07-09T17:30:46Z"],"dc:date.available":["2009-07-09T17:30:46Z"],"dc:date.issued":["1984-07-09T17:30:46Z"],"dc:description.abstract":["The methodology outlined in this study for teaching exposit ory writing to advanced (five year phase) grade eleven students is based on the assumption that writing as a problem solving strategy is a high level cognitive skill . In adhering to this assumption, a cognitively based schematic organizer known as a cross-classification chart was tested for its effectiveness a t the planning stage of the writing process . Results were not significant in any of the three components that were evaluated; however , a post- hoc analysis undertaken because of recorded observed data indicated a significant difference in the mean score on the Organization component for the treatment subgroup using the cross- classification organizer . Furthermore, the treatment group's positive response from the attitude survey towards planning writing is encouraging enough that replication and extension of the application of schema theory to wri ting should be pursued in cross-section and longitud i nal studies."],"dc:identifier.uri":["http://hdl.handle.net/10464/1696"],"dc:language.iso":["eng"],"dc:subject":["Exposition (Rhetoric)","English language--Rhetoric--Study and teaching (Secondary)","Cognition."],"dc:title":["A cognitive schematic paradigm for expository essay writing in secondary schools"],"dc:type":["Electronic Thesis or Dissertation"],"thesis:degree_discipline":["Faculty of Education"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Education"],"thesis:institution_name":["Brock University"]},"updated_at":"2026-07-24T01:23:02Z"}