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ERIC Number: ED404637
Record Type: Non-Journal
Publication Date: 1991
Pages: 5
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Improving Writing of At Risk Students with a Focus on the African American Male.
Cason, Nancy; And Others
Bread Loaf News, v5 n2 p26-29 Sum 1991
An action research project designed and evaluated the effectiveness of an instructional strategy to improve the writing of all secondary students (particularly African-American males) in the Webster Groves, Missouri school district. The first year was devoted to an intensive study of African American culture and literature. A list of six principles was developed, supplemented by two more principles developed after the first year: (1) emphasize the writing process; (2) individualize and personalize; (3) encourage cooperative learning; (4) build on strengths; (5) increase engagement with writing; (6) increase control of language; (7) build bridges to more challenging tasks; and (8) use the computer for word processing, editing, and publishing. In the third year, the project expanded to include all at-risk writers. Comparison of pre- and post-assessments indicated that all students improved their scores on district holistic writing tests, and that target students improved their scores even more than the general population. Results also indicated that, of the eight principles, the three most effective were: using the writing process; individualizing and personalizing; and using cooperative learning strategies. Among the changes in their behaviors, the teachers involved in the action research project gave more time for writing in class, arranged lessons to meet a variety of learning styles, valued ethnic diversity, acted more as facilitators rather than disseminators of knowledge, and became less confrontational in handling discipline. Findings suggest that the teachers' improved rapport with students and students' improved writing skills were worth the commitment of time and energy by the teachers. (RS)
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Missouri