期刊名称：Electronic Journal of Literacy through Science
电子版ISSN：1934-6670
出版年度：2002
卷号：2
出版社：University of California, Davis
摘要：Writing has been recommended as a powerful strategy to enhance students' learning of science and mathematics. However, content-area educators may be reluctant to include writing because of the demands imposed by traditional writing activities on both instructional and grading/feedback time. The use of prompts to elicit non-graded, selectively read, student-written 'quickwrites' at the beginning of a class period can eliminate those obstacles and still provide students with the opportunity to review and consolidate their learning while providing teachers with a quick assessment of the students' level of understanding. In this study teachers prepared prompts related to concepts addressed in the previous class session. This article describes the procedures used in the quickwrite project as it was implemented in an urban middle school in science and mathematics classes; and provides an analysis of the types of prompts that promoted rich responses from students. A content analysis found four types of responses that were categorized as rich: those that described an application of a concept, those that were imaginative, those that offered an opinion, and those that provide justification for a premise. An analysis of the prompts that elicited those responses resulted in the identification of attributes of effective prompts. Those attributes included: being open-ended, having real-world relevance, and allowing students the opportunity to state and support their own ideas.
