Graduate Research Papers

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Open Access Graduate Research Paper

Keywords

Composition (Language arts);

Abstract

This study explores the effects of explicit writing instruction. Twenty-four seventh graders, attending a low socio-economic middle school, are the participants in this study. Eight of the twenty-four students have a writing goal, which in turn allows the language arts class to be co-taught with a general education teacher and a special education teacher. The study focuses on the effects that writing instruction can have on student writing abilities and attitudes. The general education teacher, in a whole group setting, gave the majority of instruction. Within small groups, some students were able to get additional support from either the general education or special education teacher. The results indicated that with the use of explicit instruction of the writing process, the focus on immediate feedback, and the encouragement of cross-curricular writing, students experienced growth in regards to their writing. The writing abilities of the participants increased and their writing attitudes became more positive from the beginning of the school year to the end of the study.

Date of Award

2013

Degree Name

Master of Arts

Department

Department of Curriculum and Instruction

First Advisor

Lynn E. Nielsen

Date Original

2013

Object Description

1 PDF file (54 p.)

Language

EN

File Format

application/pdf

Included in

Education Commons

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