Identity texts and relationship to reading and writing in a 6th grade primary school class
Bibliographic record
Abstract
Introduction. In a context of identity-based writing workshops, set in a 6th-grade primary school class (students were 12 years old at the time of the experiment) in Quebec City (Province of Quebec, Canada), the purpose of our research was to explore the extent to which the relationship to writing and reading, on one hand, and the writing skills, on the other hand, were going to evolve and in what way (positive, negative, no evolution). The type of texts proposed to the students are called “identity-texts”, that is to say autobiographical texts. Students were invited to write about their own life experience. Those contexts of writing production are supposed to provide a significant context to the activity of writing and therefore to play a positive role in the relationship to writing (Cummins, Early 2011). It is what we intended to explore in our research. Materials and Methods. Semi-directed interviews were conducted with 10 pupils of the class, before and after the implementation of the workshops, during a period of four months, in a linguistically heterogeneous sixth-grade primary: French-speaking thank ystudents and non-French-speaking students. The interviews were analyzed in order to highlight the evolution of the relationship to reading and writing. Results. Our results indicate that the relationship to reading and writing has largely evolved favorably and that the meaningful context has allowed the evolution of the students’ writing and reading skills. Conclusions. Therefore, we consider that writing identity texts should be promoted as they give the opportunity to pupils to develop not only their writing skills but also their taste and talent for writing, in a very significant manner.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 0.003 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".