Integrating Reading and Writing Instruction Through Close Reading and Writing Revision
Author: Sarah Hawes
Publisher:
Published: 2013
Total Pages: 128
ISBN-13:
DOWNLOAD EBOOKMuch educational literature advocates the integration of reading and writing instruction. This mixed methods study explored reading-writing connections specifically in how close reading was related to writing revision for four twelfth grade students at a private high school in California's Central Valley. While research was primarily qualitative in nature through coding of discussion transcriptions, student documents, and researcher field notes, quantitative data delineating students' revision practices supplemented findings. Emerging from qualitative data analysis, the conceptual model of going back to go deep in which participants addressed textual elusiveness to arrive at textual elucidation within a discussion-based context illustrated how close reading and writing revision were parallel literacy events. Quantitative data analysis, while inconclusive due to small sample size, revealed that after participation in close reading, participants' inclusion of sentence-level revisions and substantive revisions increased while revision quality remained fairly stable.