2002 2006

...........................................................................................
Abstract........
...
...

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113

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116

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121

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5-11 .63
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VIII

14 20
40

II

A Study of Extended Writing in Elementary School

KAO CHING YAO

Abstract
The thesis explores the phenomena and skills of extended writing and the
effects of its application in teaching writing. The effects will help students
in writing and teachers in teaching children writing.
In this research, the fifth graders are divided into two groups: the control
groupCG and the experimental groupEG. The students of EG are
taught to practice extended writing. In contrast, the teacher assigns a topic
to CG. Both CG and EG students are taught narration for eighteen class
sessions. In the end, the researcher selects twenty students from each class.
Forty students serve as the objects of the study. The researcher also collects
the needed data in different ways, such as questionnaire, the number of
words and so forth. Then, the data were analyzed by descriptive statistics
and ANCOVA to explore the performance and opinions of extended
writing.
Based on the data, the researcher found the following:
1After CG and EG students accepted writing training, there were no

III

significant differences on the number of words and writing performance.

Even then EG students are better in Basic ability and Extended writing
skill than CG.
2Most elementary school students would extend article from the main
text. Students extend article from the beginning more than from the ending.
Adding experience and examples and Adding modifier are the
common methods of extending articles. According to performance of
extended writing, students could arrive at the aim of writing. However,
students only had less evident effects in the number of words. In addition,
students had moderate performance in article in terms of the quality of
extended writing.
3According to the questionnaire, there are dissimilar opinions between
EG and CG. But both of CG and EG students take positive attitude on
extended writing and topic writing. Now they would have confidence in
writing after taking writing training.
The researcher discussed and made suggestions based upon the above
research findings, which might serve as references for teaching applications
and future studies.
Key wordsExtended Writing , Guided Writing , Teaching Writing.
IV

88

2003

2005

2005

2003 95

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2.

1.

2.

40

- 2 -

1999

1993

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40

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2003

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1999

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2000

2000

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2002

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2001
Anderson 1985



1

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2-1

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1 2 3

Legum

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Krashen 1972

Elbow 1973

Britton 1978

Applebee 1979
Draper 1979

3 4
1
2
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Harris 1952

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2001
van Dijk


van Dijk

van Dijk
3 Agricola 1972
Brinker 1973

1971 Emig 1971

2001 2000
1980 Flower Hayes 1981

2001
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- 10 -


2-1
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Flower Hayes
Anderson 1980
Gould 1980

1981 Nold 1981

1983 Humes
1983 1987 Bereiter
Scadamalia 1987

2000 1998

- 11 -

2-1

Flower Hayes 1981

70

- 12 -

2001
80 Nystrand Himley 1984
The social-interaction model

reciprocity
elaboration segmentation

2-2

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2-2

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2002

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1993
2003
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- 90 -


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- 93 -

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