Writing From Multiple Perspectives: Relations of Perspective-Taking, Language Features, and Writing Quality for Adolescents

• In Event: Writing and Writing Instruction: Perspectives and Practices

Abstract

This study examined perspective taking and language features in secondary students’ text-based analytical writing (N = 195, Grades 7-12). We investigated how English learner status is related to perspective taking in their written composition, how perspective taking is associated with writing quality accounting for language features, and whether the relation between perspective taking and writing quality differs by language features. English learners wrote fewer own-side perspectives compared to their English-only counterparts, but no difference was found in dual perspectives. Dual perspective was related to writing quality, but the relation was no longer significant once grade level and language features were controlled for. Lastly, the relation between perspective taking and writing quality was stronger for students who displayed better language features.

Authors

• Minkyung Cho, University of California - Irvine

• Young-Suk Kim, University of California - Irvine