Vakoverstijgend werken binnen het schrijfvaardigheidsonderwijs. Een onderzoek naar het verschil tussen de tekstkwaliteit van betogen van leerlingen uit havo-4 geschreven in de context van het vak levensbeschouwing en geschreven in de context van het vak Nederlands

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Writing education in Dutch secondary schools is an important part of school’s curricula. In many courses writing knowledge and skills are required. Students' writing skills are often called upon, even in other courses than language courses. Research has shown, however, that transfer on the field of writing knowledge and writing skills in secondary education is difficult and is hardly being made by pupils (i.e. James, 2009, Forbes, 2019, Wabulem, 2021), while research in Dutch schools has shown that there are some really important advantages of making transfer explicit (Wilschut & Pijls, 2018). The research on transfer of writing knowlegde and skills, however, is limited to international studies and often focusses on older students. The current study aims to test whether Dutch secondary school pupils (N = 78) were able to make transfer of writing knowledge and skills to another context possible after following a two-weeks Dutch course in which they learned about writing a so called ‘betoog’ (an argument). In a between-subjects experiment, participants (pupils with the age of 15-18) were assigned to different contexts (either Dutch class or Religious Education class) to write the argument. The participants did not know there were two conditions in which the argument was being written, so that the situation in which the transfer could happen was as natural as possible. Knowledge and skills were tested by text quality. For text quality, a distinction was made between lower order aspects (spelling, grammar and punctuation marks) and higher order aspects (argumentation and text structure). Results show a great significant difference between text quality of arguments that were written in the context of the Dutch class and in the context of the Religious Education class: pupils who wrote the argument in context of the Religious Education class wrote significantly worse than pupils who wrote the argument in context of the Dutch class. Findings are discussed with regard to the scope of this study and recommendations for future education are made.
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