ERIC Number: EJ783640
Record Type: Journal
Publication Date: 2008-Jan
Reference Count: N/A
One More Thing: Can We Teach Process Writing "and" Formulaic Response?
English Journal, v97 n3 p97-101 Jan 2008
Teachers across the country consider the best methods to teach writing in the middle school and high school. They aspire for students to produce writing aimed at real audiences and purposes, writing that follows the author's thinking and leads readers to discoveries about the topic. Many teachers believe that a formula in writing could offer students enough scaffolding to move them closer to a passing or proficient grade on high-stakes, mandated state examinations. Fortunately, data are emerging that might shed some light on the degree to which formulaic structure may or may not improve students' writing. In this article, the author presents a study that offers some insights into how five-paragraph themes and other-than-formulaic writing methods serve students on state-mandated, high school graduation exit examinations. The study, conducted by Bonnie R. Albertson of the University of Delaware, analyzed over one thousand essays written by eighth- and tenth-grade students in response to Delaware's state direct-writing assessment.
Descriptors: Writing Evaluation, Writing Tests, Exit Examinations, Process Approach (Writing), Writing Strategies, Performance Based Assessment, Writing Processes, Grade 8, Grade 10
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: Delaware