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ERIC Number: ED534682
Record Type: Non-Journal
Publication Date: 2011
Pages: 195
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1249-7995-3
The Effects of Strategy Instruction for Writing and Revising Persuasive Quick Writes on Middle School Students with Emotional Behavioral Disorders
Cramer, Maryanne Mong
ProQuest LLC, Ph.D. Dissertation, The Pennsylvania State University
A multiple baseline alternating treatment (A-B-C-D) design was used to evaluate the effectiveness of strategies for teaching persuasive writing and peer revision. Eight middle school students enrolled in an alternative program for students with emotional and behavioral disorders (EBD) received Self-Regulated Strategy Development (SRSD) instruction for writing a persuasive quick write response and peer revision. Assessment included 17 persuasive quick writes across four phases, alternating individual and peer revision. Effects were measured in terms of; (1) holistic quality of persuasive quick writes, (2) number of primary traits incorporated into persuasive quick writes (topic sentence, reasons, explanations, counter arguments, a statement refuting the counter, and ending), (3) number of words written, (4) the ability of participants to identify, evaluate and make substantive revisions at the planning stage, and (5) the degree to which participants incorporate revision recommendations. Implications of findings and directions for future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A