The Relationship Between Students’ Writing Process, Text Quality, and Thought Process Quality in 11th-Grade History and Philosophy Assignments

Source-based writing is a common but difficult task in history and philosophy. Students are usually taught how to write good text language classes. However, it also important address discipline-specificity writing, topic likely be by content teachers. In order design discipline-specific instruction, research needs identify which reading activities during the source-based process affect students’ thought quality quality, as assessed We conducted think-aloud study with 15 (11th grade) students who performed two assignments, each representative of its discipline. From data, we derived 11 activities, analyzed for duration, frequency, time occurrence. Results showed that disciplines required different approaches writing. For philosophy, was dominant influenced leading us conclude philosophical thinking intertwined. history, planning appeared paramount, only not process. other words, historical appear separate processes. Our findings can used develop strategy instruction reinforces better adapted