Van struikelblok naar bouwsteen: een vakdidactisch ontwerponderzoek naar het schrijven van begrijpelijke alinea's door leerlingen uit het voortgezet onderwijs

Abstract

Little is known about the requirements of a comprehensibly written paragraph. This makes it difficult for Dutch secondary school teachers to teach their pupils how to write a paragraph. This dissertation presents a rationale that shows which aspects of language are important when writing paragraphs. It is a didactic design study in which declarative knowledge, skills and self-efficacy beliefs were brought together in toolboxes. An important implication of this study is that the paragraph can play a role in the teaching of formulation skills in secondary education.