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ERIC Number: ED471633
Record Type: RIE
Publication Date: 2002-Dec-20
Pages: 36
Abstractor: N/A
Improving Tenth-Grade Students' Five-Paragraph Essay Writing Skills Using Various Writing Strategies, Guided Assignments, and Portfolios for Growth.
Hopkins, Carolyn
This project was implemented and developed to assist low-achieving tenth grade students' essay writing skills. According to examinations administered during the first part of the 2002 school term, many tenth-grade students were not performing on their grade level in regards to the writing process. The overall goal was to have students be able to successfully write and comprehend the elements of the five-paragraph essay (English). The objective of the project was for students to successfully write and understand with 70% accuracy in the areas of prewriting, drafting, revising, and finalization of essay writing, as measured by teacher-made pre/post tests. Students were presented with a series of 18 interventions designed by the writer for increasing basic skills in composing and writing essays on various topics. Methods for improvement included instruction in the various stages of the writing process such as prewriting, drafting, revision, proofing, and publishing of five-part essays. Additionally, graphic organizers for clustering, Venn diagrams, comparison-contrast charts, revision charts, peer editing and scoring rubrics were used to reach objectives. All students either met or exceeded the intended objectives. Eight students attained growth at the 70% level. The writer recommended that the time spent on the peer editing, clustering methods, and writing portfolios be increased and that rubrics be used to assist students for their self-monitoring of essay writing. Appendixes contain the pretest and a rubric for scoring. (Contains 23 references and 1 table.) (Author/RS)
Publication Type: Dissertations/Theses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Master of Arts in Teaching Languages (MATL) Action Research Project, Nova Southeastern University.