Philosophical Conventions Underlying the Methodology in the Structural Connection amid Writing Approach and Writing Accomplishment in the initial and third Ranking Scholars

Part One

Steve Graham et al. (2017) article focuses on the cognitive aspects of literacy work and evaluation of how motivation affects writing in particular. As a result, this paper provides the ontological and epistemological analysis of the methodology used in the article.

The initial model comprises a trail from inscription attitude to writing accomplishment while the third model consists of the two paths from the inscription approach to writing accomplishment and the reverse. The analysis methodology used in the article is Structural Equation Modeling (SEM) (Ekholm et al. 2015). Just as the epistemological argument encompasses the derivation of knowledge from the association of the learner and the mental strengths, the SEM methodology measures the ability of the student’s minds to create an attitude towards writing. Based on the article, the examiner seeks to know how the learner and other kids think about writing, as a measure of developing attitude (Kalayci & Humiston, 2015). The reason for such a question is to test the idea of the student towards writing skills.

Similarly, based on the WIAT-2 methodology, students are trained on writing the alphabet, fluency of words, sentence structures, essays and paraphrasing (Graham, 2007). Indeed, the approach is ontological for it seeks to offer a concrete understanding of the writing basics. Students are required to write compositions and graded based on the length of writing, use of vocabularies and the prose. The freedom opens up the students thinking and application of their cognitive abilities, which philosophers support as the aids in teaching literacy skills.

Part Two

1. The article focuses on the cognitive aspects of literacy work and evaluation of how motivation affects writing in particular.
2. The initial model comprises a trail from inscription attitude to writing accomplishment
3. The third model consists of the two paths that are from inscription attitude to writing achievement and the reverse (Kalayci & Humiston, 2015).
4. The epistemological arguments occur in the derivation of knowledge from the association of the learner and the mental strengths.
5. The SEM methodology measures the ability of the student’s minds to create an attitude towards writing (Ekholm et al. 2015).
6. The structural equation model is used in the evaluation of how students use their cognitive abilities to develop an attitude towards the art of writing.
7. Concrete entomological arguments are presented by letting the learners involved in writing the task on areas of fluency, paragraphing and the use of sentence structures (Graham, 2007).
8. The grading of the writing activity is based on the use of vocabularies and the writing prose.

References

Ekholm, E., Zumbrunn, S., & Conklin, S. (2015). The relation of college student self-efficacy toward writing and writing self-regulation aptitude: corresponding feedback perceptions as a mediating variable. Teaching in Higher Education, 20(2), 197-207.

Graham, W. (2007). The Structural Relationship between Writing Attitude and Writing Achievement in First and Third Grade Students. Retrieved from https://eric.ed.gov/?id=EJ768347

Kalayci, S., & Humiston, K. R. (2015). Students’ attitudes towards collaborative tools in a virtual learning environment. Educational Process: International Journal, 4(1), 6.