Faculty Publications
Place-Conscious Writing Tasks
Document Type
Article
Journal/Book/Conference Title
Gifted Education in Rural Schools: Developing Place-Based Interventions
First Page
165
Last Page
175
Abstract
In this chapter, the author discusses how pre- and post-treatment writing tasks were used to measure students’ growth over time and to determine the ways in which students’ writing reflected the concept of place. To analyze the outcomes of writing tasks, comparisons were made between treatment and control groups both quantitatively and qualitatively, using a pre-test/post-test format. The quantitative analysis provides information on the influence of a place-based curriculum on students’ writing ability as measured by scores given by trained raters using a rubric featuring items such as focus, word choice and voice, mechanics, and structure/organization. The qualitative analysis provides insight into the way students write about place when taught using a curriculum focusing on place-consciousness. Findings of these analyses are discussed to highlight how place-based instruction can provide opportunities for students to connect more deeply with their writing and improve their writing ability.
Department
Department of Languages and Literatures
Original Publication Date
2-28-2021
DOI of published version
10.4324/9781003017004-20
Repository
UNI ScholarWorks, Rod Library, University of Northern Iowa
Language
en
Recommended Citation
Bass, Erika L., "Place-Conscious Writing Tasks" (2021). Faculty Publications. 113.
https://scholarworks.uni.edu/facpub/113
