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The value of ideational frameworks for helping upper secondary students in their summary writing tasks
Abstract
All Express stream students in Singapore secondary schools are required to sit for a written English Language paper in the 'O' level General Cambridge Examination (GCE). The summary component of this paper has been a continuing problem for some students. In some of the yearly examiner reports by the University of Cambridge Local Examination Syndicate and Singapore Ministry of Education (UCLES/MOE), the problem of unsuccessful attempts by some candidates in summarization has been raised as a cause for concern.
Several researchers have done studies on summarization. However, the summary writing tasks in these studies differ from those targeted by the GCE 'O' level examinations. The present study examines the value of ideational frameworks as scaffolds for helping upper secondary students in the summary writing tasks targeted by the GCE 'O' level examinations.
The ideational framework investigated was the matrix. Specifically, the study examines the effectiveness of the matrix in helping a group of students in their reading in summary writing tasks.
A group of twenty-seven Secondary Four Express stream students participated in the study. The participants completed a summary writing task unassisted in the pre-teaching stage of the study. They were then instructed in the use of the matrix in the teaching stage. Each participant completed the same pre-teaching summary writing task in the post-teaching stage using the matrix. The effect of using the matrix was examined.
The findings suggest that the matrix has helped to improve the scores of the majority of students. This study also examines the ways in which the matrix has helped students in the reading process. Some limitations of the use of the matrix are also discussed.
Several researchers have done studies on summarization. However, the summary writing tasks in these studies differ from those targeted by the GCE 'O' level examinations. The present study examines the value of ideational frameworks as scaffolds for helping upper secondary students in the summary writing tasks targeted by the GCE 'O' level examinations.
The ideational framework investigated was the matrix. Specifically, the study examines the effectiveness of the matrix in helping a group of students in their reading in summary writing tasks.
A group of twenty-seven Secondary Four Express stream students participated in the study. The participants completed a summary writing task unassisted in the pre-teaching stage of the study. They were then instructed in the use of the matrix in the teaching stage. Each participant completed the same pre-teaching summary writing task in the post-teaching stage using the matrix. The effect of using the matrix was examined.
The findings suggest that the matrix has helped to improve the scores of the majority of students. This study also examines the ways in which the matrix has helped students in the reading process. Some limitations of the use of the matrix are also discussed.
Date Issued
2005
Call Number
PE1477 Poh
Date Submitted
2005