Diltiazem como alternativa ao betabloqueador na angiotomografia de artérias coronárias

Abstract

In this article we describe a 2-year collaborative writing project involving 3 middle school students and several adults in which the adults helped the students learn a written discourse that was new to them-academic discourse-as they wrote a chapter for an edited book. The book-written for a teacher, teacher educator, and researcher audience-describes an alternative program (Book Club) for reading instruction that the students had participated in during fourth and fifth grades. The chapter the students wrote provided their perspectives about the program. Using field notes, audiotapes, and videotapes of collaborative writing meetings and interviews with students, copies of students' and adults' written work, and a chapter draft with comments from the editors, we examined the nature of oral and written discourse constructed among students and between students and adults. Results indicated that much of the conversation of the primary adult who worked with the students was directed at eliciting students' ideas and guiding them rather than telling them what to do. This adult positioned students as experts in content and as integral to the writing process. Data showed that she also helped them stay on-task and moderated disagreements among them. The editors' written discourse also positioned students as owning the text. Students reported that they developed ownership of the writing project and benefited from adult support.