Description of the Data

Before embarking on describing the data that was collected for the purposes of this study, it is important to delineate the term to ensure both the researcher and the readership are in agreement with what constitutes data. So for the purposes of this study, the data is seen as distinct pieces of raw information that have been collected, observed or created for the purposes of this study. In this particular context, the data is considered observational in nature as it is captured in real-time (Thomas, 2009). Although secondary data collection processes are considered more inexpensive and more convenient when time constraints are involved, this particular study opted to collect primary data sources, as secondary data sources were not available given that this study is the first of its kind in South Africa. Again, for clarification purposes, primary data is the collection of data which are considered to be sources of information collected by the researcher; the data collection processes are under the control of the researcher; and the data is collected for the sole purpose of the study (Cohen, et al, 2011; Kadam, Shaikh & Parab, 2015).

The method chosen for the data collection was a mixed methods approach as the data collected was considered to comprise of both quantitative and qualitative data. For the sake of this study, the quantitative data is considered to be data that can be measured objectively32 and is usually collected as numerical scores or numbers whereas, the qualitative data are collections of observations and not measurements, and may offer detailed descriptions of the phenomenon under investigation. In other words, what the students have written for their writing portfolio forms the qualitative data and the scores given to assess what students wrote about, forms the quantitative data. Further, the case studies (selected student writing portfolios) and RtL curriculum analysis formed part of the qualitative data as did a student biographical questionnaire.

32 _{I acknowledge that this is not always the case and elements of subjectivity can creep into the process. This is}

96 In an effort to describe the data sources further, given that the study under investigation was determining the effectivity of an academic reading and writing intervention, it stands to reason that the data included vast quantities of qualitative data sources. Because students were required to write multiple drafts of two types of writing genre’s and the reading and writing intervention incorporated both a product and process approach to writing, the first set of data to be collected was the writing samples from students. This totaled approximately 800 individual writing samples. Figure 4.2 offers an example of a writing sample collected. The length of each writing sample gradually increased as more stages and phases of each genre were introduced.

Figure 4.2: Qualitative Writing Sample for the Introductory Stage of an Academic Essay

As each writing sample (qualitative data source) was handed in, it was then marked, extensive feedback given, and finally codified by being given a numerical score using a holistic marking rubric. The marking rubric was designed specifically for the purposes of assessing this particular reading and writing intervention. See Table 4.1 for the marking rubric used to generate the quantitative data scores. I opted to use this particular rubric to ensure consistency with reported success, or failure rates of the intervention given that

97 previous studies of RtL all made use of the same marking rubric. This was also because research question two of this study set out to compare whether the findings of the research project would be comparable with other studies of RtL globally.

A third source of the primary data was made up of multiple case studies of selected student writing portfolios, together with a brief analysis of the RtL curriculum. The selection process for the case studies was done by selecting two weaker performing students from each of the three classes used for the study. Two genres were chosen for the literacy intervention and the rationale behind the choice of the narrative genre and persuasive or expository genre for the research project was because it was considered of more importance than other genres by the teachers at the two school sites. However, due to time constraints, the qualitative writing samples, which made up the case studies, represented the academic argument only. This was chosen over the narrative as that particular genre is more important in terms of academic writing skills for university. Table 4.2 below offers a detailed description of each writing sample, which collectively, made up the writing portfolios,

A final source of primary data was the linguistic biographical questionnaire. A set of questions were designed to establish who the students were, where they came from in terms of family history, what their family background was and students’ perceptions of their linguistic proficiency. This was used to generate more information about each individual student’s background. Additionally, the linguistic biographical questionnaire was collected to assist with the comprehension of data patterns that might have been questionable with regards to the efficacy of the RtL intervention. It was also hoped that the emergent data patterns from the questionnaire might provide future research pathways should interesting patterns emerge. The questionnaire has been included in the appendix under Appendix: Chapter Four.

98 Table 4.1: Holistic Marking Rubric for Quantitative Data Collection

Assessment criteria Student no: Description 3/333 _{2/3 1/3 0/3}

C

onte

xt

Purpose Appropriate for genre and writing

assignment?

Staging Are there appropriate stages? How

well developed is each stage?

Phases How well developed is each phase?

Field Does the writer construct the plot,

settings and characters (narratives); explain the field (factual texts), or describe the issues (argument)?

Tenor How well does the writer engage the

reader (narratives) or persuade the reader (argument)?

Mode How well written is the text for the

school age? Is it spoken or written language?

D

isc

our

se

Lexis Content words related to the field.

Appraisal How well is appraisal used to

engage/persuade/evaluate?

Conjunctives Is there a clear logical relationship

between sentences?

Reference Is it clear who is referred to in each

sentence (pronouns, articles, demonstratives)?

Grammar Have grammatical conventions of

formal English been used accurately?

G

raphic

f

ea

tures

Spelling How accurately are core words and

non-core words spelt?

Punctuation Has punctuation been used accurately

and consistently?

Presentation Paragraphs? Legible writing? Clear

layout? Total

99 Table 4.2: Description of Writing Samples

Writing sample Description Measurement

Level

Sample Size (N)

Narrative baseline (Task 1: NO)

Introductory narrative writing assignment used for diagnostic or baseline testing purposes, and representing Task 1. Also referred to as the pre-test.

Continuous 92

Narrative: orientation (Task 2: N1)

Extended piece of writing forming the orientation stage of a narrative for Task 2. Referred to as assignment N1. Narrative text used as model.

Continuous 93

Narrative: complication (Task 2: N2)

Extended piece of writing forming the complication stage of a narrative for Task 2. Referred to as assignment N2.Narrative text used as a model.

Continuous 92

Narrative: resolution and coda (Task 2: N3)

Extended piece of writing forming the resolution and coda stage of a narrative for Task 2. Referred to as assignment N3. Narrative text used as a model.

Continuous 4934

Narrative re-write (Task 3: N4)

Extended piece of writing forming the final (summative) re-write of a narrative text. This included all four stages of the narrative and was referred to as Task 3. Also referred to as the post-test. A narrative text and student narratives from assignments 1-3 (Task 2) were used as the model text.

Continuous 59

Academic essay baseline (Task 4: A0)

Introductory academic essay writing assignment used for diagnostic or baseline testing purposes, and representing Task 4. Also referred to as pre-test.

Continuous 83

Academic essay: introduction (Task 5: A1)

Extended piece of writing forming the introduction stage of an academic essay for Task 5. Referred to as assignment A1. An academic essay was used as the text model.

Continuous 87

Academic essay: body (Task 5: A2)

Extended piece of writing forming the body stage of an academic essay for Task 5. Referred to as assignment A2. An academic essay was used as the text model.

Continuous 88

Academic essay: conclusion (Task 5: A3)

Extended piece of writing forming the conclusion stage of an academic essay for Task 5. Referred to as assignment A3. An academic essay was used as the text model.

Continuous 87

Academic essay: re- write (Task 6: A4)

Extended piece of writing forming the final (summative) re-write of an academic essay. This included all three stages of the academic essay and was referred to as Task 6. A purposefully written academic essay and students’ academic essays from assignments A1-A3 (Task 5) were used as the model text. Also referred to as the post-test.

Continuous 89

34 _{The drop in student participation is discussed in chapters to follow but was basically due to a discontinuation}

100 4.8 Data Collection

The sampling method is considered a convenience or purposive, non-random sampling method. The non-random nature of the sampling process is largely due to school-based constraints. School buy-in was a huge limitation which meant the sampling process came down to using schools that were prepared to participate. The numbers were few due to teacher anxiety about being judged. Nevertheless, despite sampling limitations, the two schools represented widely differing contexts, making for very interesting comparative research. There was no control group for this study and this may be considered a limiting feature of this study. Given that school buy-in to the study was a major barrier this meant very few schools were willing to allow their students to act as either the control or treatment group. But given vast differences in class population, teacher characteristics, teacher expertise and pedagogic practices used in individual classrooms for academic writing support, I felt that there would be no guarantee that the control group would in fact function as a proper control group if they were made available. Because of this uncertainty, I decided to continue with the study without a control group. Because this study did not propose to generalize the findings to a greater South African population, the green light was given to proceed with the study.

Given that the fundamental goal of RtL is to assist students in the development of crucial orientations to academic reading and writing (Discussed in Chapter Three), which then assists in equipping students with the requisite ‘academic literacy’ skills needed to succeed at both a school level and university level, it stands to reason that students go through an intensive process of writing multiple drafts of a given assignment. This in turn required me to provide extensive feedback on the multiple drafts to ensure students were given ample time and guidance into effective academic writing. Therefore, the data collection process for the research comprised the collection of two pieces of diagnostic (pre test) writing samples (N0 and AO), six pieces of formative (process) writing samples (N1, N2, N3 and A1, A2, A3) and two pieces of summative writing (post test) samples (N4 and A4) (See Table 4.3 below for an explanation of the writing samples/tasks collected).

101 In the context of this study, the classroom practice entailed offering students an overview of what each modelled text was about before unpacking the text. This provided an opportunity for the overall purpose of the text to be highlighted showing students very clearly that each text genre needed to fulfil a specific purpose, and that purpose was realised through very careful structuring of the text. The level of detail offered with this section of the RtL cycle differed according to the needs of the students in each different class. Once the overall purpose was highlighted, explicit teaching took place making students aware of how each phase of the genre was structured and what language tools could be used to identify each phase within a stage. See Chapter Three, Figures 3.8 and 3.9 for a breakdown of stages and phases of each genre. Once each phase within a stage was unpacked, students were required to replicate their own phase, which was handed in and marked. Feedback was given and students would have to attend to the comments given during the feedback to enhance their drafts. This would be rewritten and handed in alongside the construction of the next phase of the essay. See Appendix Six for an example of classroom teaching schedules.

102 Table 4.3: Description of the Writing Samples Collected

Genre Task Assignment Formative

Assessment Summative Assessment Na rr ativ e Task 1

Narrative baseline (NO) 

Task 2