Abstract:
The methodology outlined in this study for teaching
exposit ory writing to advanced (five year phase) grade
eleven students is based on the assumption that writing
as a problem solving strategy is a high level cognitive
skill . In adhering to this assumption, a cognitively
based schematic organizer known as a cross-classification
chart was tested for its effectiveness a t the planning
stage of the writing process .
Results were not significant in any of the three
components that were evaluated; however , a post- hoc
analysis undertaken because of recorded observed data
indicated a significant difference in the mean score on
the Organization component for the treatment subgroup
using the cross- classification organizer .
Furthermore, the treatment group's positive response
from the attitude survey towards planning writing is
encouraging enough that replication and extension of
the application of schema theory to wri ting should be
pursued in cross-section and longitud i nal studies.
