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  • All fields: academic
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Display: 20

    • Page 25

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 21 While more needs to be done to understand and evaluate bilingual students’ writing in both languages, this research should provide teachers of these students with enough insight not to compare their bilingual students’ abilities in either...
    • Page 27

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 23 Revision, of course, is key to successful academic writing. “If we as instructors, can help our students think about their choices after the first draft is out of the heads—but before their final draft is due—we can help them learn to think...
    • Page 28

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 24 learning processes, to engage in a dialogue with themselves, and be conscious of their learning as a process facilitator of knowledge (Arroyo & Quintana, 2008). According to Smith (2010), if we can get our writing students, including our basic...
    • Page 31

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 27 When students develop a sense of self-efficacy in their writing, they will be able to make a distinct connection between practice and ultimate writing achievement—if they work hard, they will achieve successful academic writing outcomes....
    • Page 35

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 31 those identified as important by instructors responsible for college first-year writing programs” (2008, p. 3). When students are engaged in conversations about their writing through peer reviews and different types of portfolio assignments, “a...
    • Page 36

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 32 and quality feedback, and careful revision strategies. Although L1 and L2 learners benefit from quality teacher feedback, such as ways to expand their ideas, elaborate on their main points, paraphrasing and in-text referencing, ESL students...
    • Page 39

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 35 More research is needed on how best to prepare teachers for authentic and inclusive teaching. In addition, more research is needed on the connection between fostering high quality intellectual work and producing graduates with the skills needed...
    • Page 41

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 37 Chapter 3 Methodology Purpose of the Study The purpose of this study is to draw attention to the continuing problem of underprepared students for college-level writing expectations; to show that the writing gap between secondary and college...
    • Page 42

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 38 Participants Approximately two groups or a maximum total of 50 bilingual English/Spanish students will be selected to participate in this study for the purpose of analyzing their English writing abilities before and after the implementation of...
    • Page 44

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 40 final data analysis. In order to assure that the results are valid (meaningful) and reliable (consistent), the questions will be clear and purposeful. Samples of the instrumentations that will be used for this research are found in Appendix B,...
    • Page 47

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 43 Chapter 4 Results The purpose of this study was primarily to determine the effectiveness of implementing metacognitive strategies in a secondary writing classroom and to reveal whether or not the use of such deep-thinking approaches would...
    • Page 48

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 44 and differences among the academic groups. Third, by explaining any missing or conflicting data. Fourth, by presenting both the quantitative and qualitative data and findings collected for this research while following the order of the three...
    • Page 49

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 45 collected in September using questions created by the researcher through an online testing service (socrative.com), included both open-ended questions and questions based on the Likert scale to determine students’ intent to further their...
    • Page 54

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 50 abilities? Why or why not?” and “What did you find most revealing about the 2015-2016 section comparison? Was it surprising? Why or why not?” Case Study Participants Originally, only two groups were going to be used for this study: one junior...
    • Page 100

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 96 Senior responses: “That I did better but just in a minimal amount. Not really, this is the first semester I have really been learning real English and Grammar. This class feels real.” “That I’ve improve[d] in some things, but not in all. So I...
    • Page 101

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 97 the six rubric writing categories; two native Spanish essays, one assigned at the beginning of the semester and one at the end, which were analyzed based on similar rubrics and writing categories to examine for writing improvements in students’...
    • Page 103

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 99 Outline The findings and interpretations included in this chapter will be aligned with the previous chapter’s presentation of the data: the writer’s surveys, the writer’s portfolio questionnaire, both the English and native Spanish essays, and...
    • Page 106

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 102 Interestingly enough, most participants originally valued teacher and peer feedback; ultimately, however, fewer expected teachers to provide all the feedback necessary for revision (a decrease by 6%), and by the end of the semester more...
    • Page 107

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 103 they did all that was expected, most admitted to doing just enough or less: “I believe the teacher expected more from everyone,” and “Less because I am still struggling, and it’s not my teacher’s fault, its mine. I have not been trying to work...
    • Page 112

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 108 overall writing abilities. “Yes, because it covers every concept that we should know to be a good English writer,” and “I like the test because I can see how and in what way I’ve improved, and in what areas I need to put more effort.” (The...

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