The Relationship between Content Knowledge and Topic Choice in Writing

JANE M. GRADWOHL; GARY M. SCHUMACHER

doi:10.1177/0741088389006002003

Written Communication Apr 1989

The Relationship between Content Knowledge and Topic Choice in Writing

JANE M. GRADWOHL Ohio University ; GARY M. SCHUMACHER

Abstract

The primary objective of this study was to investigate the role of content knowledge on topic choice in writing. Children's knowledge on topics they wanted to write about (want topics), on topics they did not want to write about (don't-want topics), and on topics the teacher chose (teacher topics) was measured using Langer's topic-specific knowledge measure. Results showed that children had significantly more knowledge, as assessed by the fluency and combined knowledge measures, on the want topics compared to the don't-want topics. In addition, children had significantly more knowledge on the want topics than on the teacher topics. There was no significant difference in knowledge between the children's don't-want topics and the teacher topics. These findings not only demonstrate the significant role of content knowledge on one writing process, topic choice, but also add support to students' self-selection of writing topics.

Journal: Written Communication
Published: 1989-04-01
DOI: 10.1177/0741088389006002003
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Open Access: Closed
Topics: teacher development
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The Relationship between Content Knowledge and Topic Choice in Writing

Abstract

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References (21) · 2 in this index

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