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ERIC Number: ED411517
Record Type: Non-Journal
Publication Date: 1997-May
Pages: 72
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Improving Writing Skills through Student Self Assessment.
Boersma, Kelly; Dye, Therese; Hartmann, Elaine; Herbert, Lisa; Walsh, Trisha
This paper describes a program implemented to improve student writing skills. Research data included teachers' observations and evaluations, student surveys, and student writing samples. Subjects were students in grades 1, 3, and 4 in 5 Illinois schools showing a need for writing improvement. Objectives were to increase writing abilities with these procedures: (1) daily oral language; (2) directed writing prompts; (3) creative writing implementation; and (4) writing workshop implementation, with self-evaluation by students in the latter two (rubrics were developed according to developmental abilities at the targeted grade levels). Results indicated that, overall, all children increased their writing abilities between September and January. Increases include an average of 15.6% for first graders and 23.8% for third and fourth graders. Findings suggest that first graders made a 15-20% increase due to chronological age, developmental ability, and prior knowledge and experience with the written language. Third and fourth graders made a greater increase in their writing abilities. It is recommended that teachers make students aware of good writing through focused questions and actual daily practice of editing skills, with both unstructured free writing and formalized structured writing used consistently throughout the year. Rewarding students through publishing or displaying work is also recommended, as well as the use of rubrics and one-to-one student and teacher conferences. (Contains 5 tables of data and 18 references; sample assessment forms.) (CR)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois