{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80296"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80296","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Teaching Text Structure to Elementary Students: A Comparison of Two Methods Across Four Genres","abstract":"The purpose of this study was to compare the effectiveness of two instructional methods on the teaching of writing: (1) providing specific text structures, and (2) having students themselves develop a text structure that they think is most appropriate for the given situation. The two methods were compared among four genres: the personal narrative, the directive-expository, the descriptive-expository, and the persuasive genres. Two 4th/5th combined, gifted classes participated. Results revealed that a provided text structure helped children compose in those genres that consisted of logical arrangement. The structure facilitated children's planning processes in selecting, categorizing, and deducing/inducing contents. However, the provided structures were not helpful for genres that required sequential arrangements, where children relied on other factors of writing. In these genres, the structures actually interfered with children's writing.","abstract_html":"The purpose of this study was to compare the effectiveness of two instructional methods on the teaching of writing: (1) providing specific text structures, and (2) having students themselves develop a text structure that they think is most appropriate for the given situation. The two methods were compared among four genres: the personal narrative, the directive-expository, the descriptive-expository, and the persuasive genres. Two 4th/5th combined, gifted classes participated. Results revealed that a provided text structure helped children compose in those genres that consisted of logical arrangement. The structure facilitated children's planning processes in selecting, categorizing, and deducing/inducing contents. However, the provided structures were not helpful for genres that required sequential arrangements, where children relied on other factors of writing. In these genres, the structures actually interfered with children's writing.","abstract_has_math":false,"creators":["Sadoshima, Saori"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Bonnie B. Armbruster"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:56:24Z","date_published":"2015-09-25T19:56:24Z","updated_at":"2026-07-22T22:26:13Z","subjects":["Education, Language and Literature"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI9912365"],"render_values":[{"text":"(MiAaPQ)AAI9912365","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80296","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Bonnie B. 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The two methods were compared among four genres: the personal narrative, the directive-expository, the descriptive-expository, and the persuasive genres. Two 4th/5th combined, gifted classes participated. Results revealed that a provided text structure helped children compose in those genres that consisted of logical arrangement. The structure facilitated children's planning processes in selecting, categorizing, and deducing/inducing contents. However, the provided structures were not helpful for genres that required sequential arrangements, where children relied on other factors of writing. In these genres, the structures actually interfered with children's writing.","Made available in DSpace on 2015-09-25T19:56:24Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9912365.pdf: 19377144 bytes, checksum: 240cb2561eb757be3bed615cab390323 (MD5) Previous issue date: 1998","Embargo set by: Seth Robbins for item 81578 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","380 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1998."]},{"key":"dc:title","label":"Title","values":["Teaching Text Structure to Elementary Students: A Comparison of Two Methods Across Four Genres"]}]}],"canonical_facts":{"dc:contributor":["Bonnie B. Armbruster"],"dc:creator":["Sadoshima, Saori"],"dc:date":["2015-09-25T19:56:24Z","10000-01-01","1998"],"dc:description":["The purpose of this study was to compare the effectiveness of two instructional methods on the teaching of writing: (1) providing specific text structures, and (2) having students themselves develop a text structure that they think is most appropriate for the given situation. The two methods were compared among four genres: the personal narrative, the directive-expository, the descriptive-expository, and the persuasive genres. Two 4th/5th combined, gifted classes participated. Results revealed that a provided text structure helped children compose in those genres that consisted of logical arrangement. The structure facilitated children's planning processes in selecting, categorizing, and deducing/inducing contents. However, the provided structures were not helpful for genres that required sequential arrangements, where children relied on other factors of writing. In these genres, the structures actually interfered with children's writing.","Made available in DSpace on 2015-09-25T19:56:24Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9912365.pdf: 19377144 bytes, checksum: 240cb2561eb757be3bed615cab390323 (MD5) Previous issue date: 1998","Embargo set by: Seth Robbins for item 81578 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","380 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1998."],"dc:identifier":["http://hdl.handle.net/2142/80296","(MiAaPQ)AAI9912365"],"dc:language":["eng"],"dc:subject":["Education, Language and Literature"],"dc:title":["Teaching Text Structure to Elementary Students: A Comparison of Two Methods Across Four Genres"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:13Z"}