Promoting career-oriented writing skills through SRSD

This volume presents the results of an intervention study involving 9th-grade high school students and apprentices in the hospitality industry, which empirically examines writing in a professional context. The study focuses on the question of what writing performance the students demonstrate when drafting job applications and advertising letters during the course of the writing project using “self-regulated strategy development”. To answer this question, both the written products and the writing processes were recorded and evaluated primarily using quantitative methods. The goal of the study is to improve the writing competencies of the participating students based on the selected text types, as measured by content, linguistic, and formal aspects.

Inhalt:
1 Introduction

2 Theory
2.1 Writing skills and their development
2.2 Writing skills before vocational training at the end of lower secondary level
2.3 Writing skills in dual training
2.4 Text (type) competence in the professional field
2.5 Writing process
2.6 Writing texts using the SRSD method
2.7 Preliminary investigations
2.8 Summary of the state of research
2.9 Research idea
2.10 Research questions and hypotheses

3 Research Design & Methods
3.1 Method
3.2 Sample
3.3 Test instruments
3.4 Procedure of the writing project
3.5 Data collection
3.6 Data preparation
3.7 Data evaluation in the sub-areas

4 Results
4.1 Key results from the Affect research area
4.2 Key results from the Behavior study area
4.3 Key findings from the Content Learning study area
4.4 Key findings from the Metacognition research area

5 Discussion
5.1 Discussion of the results
5.2 Critical reflection on the study
5.3 Outlook
5.4 Epilogue

References

Autor:inneninformation:
Prof. Dr. Winnie-Karen Giera ist Juniorprofessorin an der Universität Potsdam am Lehrstuhl Deutschdidaktik im inklusiven Kontext/Förderschwerpunkt Sprache und Kommunikation (Sekundarstufe I).