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¿La planificación escrita determina la calidad textual en primaria? Análisis de borradores y producciones finales en una tarea de escritura colaborativa

Year: 2021
Type: article
Study design: Observational Study
Abstract: INTRODUCTION: It has been observed that the use of written pre-planning strategies has a positive effect on the quality of final texts composed by teenage and adult students, but not on those produced by primary school children. By providing evidence from a collaborative writing task, this paper aims to contribute to existent knowledge about the use that primary school children make of written pre-planning strategies and its relation to the quality of the texts produced. METHOD: Participants were sixty-six 5th graders from two Spanish schools who wrote an expository-argumentative text in pairs. First, we analyzed the drafts to observe whether students used written pre-planning strategies and, if so, we determined their complexity level. Second, we evaluated the quality of the final texts using a rubric and quantified the number of ideas they contained to search for statistically significant differences according to whether pre-planning strategies had been used or not. RESULTS: Results show that most students used a medium-level strategy. The statistical analysis showed no relationship between the quality of the final texts and the use of written pre-planning strategies. However, final texts written by students using these strategies contained significantly more ideas. DISCUSSION: In line with other studies, we observe that the use of written pre-planning strategies is an emerging process at this age. When used, these strategies do not always have a positive effect on the quality of final texts but they do enrich their content. Therefore, they should be explicitly taught in class.
DOI: 10.5209/rced.70956
Language: Spanish
Subfield: Education
Open Access status: diamond
OpenAlex ID: W4206345199
FWCI: 0.437
Cites: 38
Cited by: 3
Related to: 10