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Description
This volume presents an intervention study in which both ninth-grade students and apprentices in the hospitality industry participated. The study empirically examines writing in a vocational context, focusing primarily on the question of what writing performance students demonstrate when writing cover letters and advertising letters over the course of the writing project using the "Self-Regulated Strategy Development" approach. To answer this question, both the writing products and processes were primarily collected and evaluated predominantly using quantitative methods. This volume presents the results of an intervention study involving 9th-grade high school students and apprentices in the hospitality industry, which empirically examines writing in a professional context. The study focuses on the question of what writing performance the students demonstrate when drafting job applications and advertising letters during the course of the writing project using "self-regulated strategy development". To answer this question, both the written products and the writing processes were recorded and evaluated primarily using quantitative methods. The goal of the study is to improve the writing competencies of the participating students based on the selected text types, as measured by content, linguistic, and formal aspects. 1 Introduction2 Theory 2.1 Writing skills and their development2.2 Writing skills before vocational training at the end of lower secondary level2.3 Writing skills in dual training2.4 Text (type) competence in the professional field2.5 Writing process2.6 Writing texts using the SRSD method 2.7 Preliminary investigations2.8 Summary of the state of research 2.9 Research idea2.10 Research questions and hypotheses 3 Research Design & Methods 3.1 Method3.2 Sample 3.3 Test instruments3.4 Procedure of the writing project3.5 Data collection 3.6 Data preparation3.7 Data evaluation in the sub-areas4 Results 4.1 Key results from the Affect research area4.2 Key results from the Behavior study area4.3 Key findings from the Content Learning study area4.4 Key findings from the Metacognition research area5 Discussion5.1 Discussion of the results5.2 Critical reflection on the study5.3 Outlook5.4 EpilogueReferencesIllustrationsTables Prof. Dr. Winnie-Karen Giera ist Juniorprofessorin an der Universität Potsdam am Lehrstuhl Deutschdidaktik im inklusiven Kontext/Förderschwerpunkt Sprache und Kommunikation (Sekundarstufe I).
