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  • All fields: student
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Display: 20

    • Page 3

    • Writing--Technique; Fiction--Technique
    • Writing the Great American Novel 3 Acknowledgements I would like to thank everyone who helped on this project. First of all, many thanks to Art Challis and Matt Barton for their help on the project. I appreciate their patience and support as I...
    • Page 24

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 20 knowledge are shared across both languages and cultures. Because emerging bilingual students draw on their full linguistic repertoires, teachers, researchers and test-makers need to attend to and design instruments that address what emerging...
    • Page 26

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 22 interviews with students in classrooms where metacognitive strategies were used, Preus reported that the students she observed talked about how the teachers used T-charts and organization charts to help them organize their thinking, how teachers...
    • Page 29

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 25 later use (Nielsen, 2012). Research suggests that because a person’s working memory is strained during the writing process, it is important for writers to include a stockpile of the processes and strategies of writing into their long-term...
    • Page 30

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 26 participation in the development of self-assessment criteria, question cards, rubrics, and checklists. Students should be responding to their writing in a global way and evaluating specific aspects of their writing in order to improve both the...
    • 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 32

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 28 All learners are motivated by the desire to improve. When instructors help students find their own mistakes and evaluate their own work, their motivation increases exponentially. Secondary educators would do well to recognize that along with...
    • Page 33

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 29 language acquisition. As parents offer positive reinforcement during a child’s formative years, their children ultimately achieve language acquisition success. However, by the time students reach high school, they have had so many discouraging...
    • Page 34

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 30 students on how to review a peer’s paper, but who combine that instruction with handouts, role play, and modeling strategies will help students think below the surface of proofreading and realize that writing involves a much more involved...
    • Page 37

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 33 majority of students who have received their educational curriculum from a foreign country have simply not had the rigorous demands of writing instruction in any language; therefore, their writing deficiencies could have very little to do with...
    • Page 38

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 34 processes and began to engage in self-dialogue, they developed self-efficacy, habits of learning to learn, and ultimately gained more writing experience and confidence (Arroyo & Quintana, 2008). Viewing bilingual students as a writing asset...
    • 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 43

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 39 analysis, questionnaires, and surveys. Standardized exams from Prentice Hall’s Pearson 11th and 12th grade textbooks will be used both at the beginning and end of the semester to collect summative test results, which will be both unbiased and...
    • Page 63

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 59 Writer’s Portfolio Questionnaire Throughout the semester, students were required to keep their metacognitive journal entries, essay drafts, and final versions of their writing assignments in a writer’s portfolio. At the end of the semester, they...
    • Page 65

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 61 structure)”; “A good introduction with a good hook will make your paper interesting”; “That I need to be more open to different types of topics and know more about writing”; “That you have to adapt depending on the type of paper you’re working...
    • Page 66

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 62 writing about a random topic made it even more difficult”; “I never know how to begin my papers”; “You actually need to know what the story was about”; and “I have never wr[itten] a literary analysis.” 5. What was the easiest piece? The students...
    • Page 71

    • Writing--Education; Composition (Language arts); College preparation programs; Education, Secondary
    • 67 Figure 6. Self-Reflection Assessment on English Writing Proficiency English Essay Comparisons An English diagnostic essay was assigned to the three case study groups at the beginning of Fall Semester 2015 and a second comparative essay was...

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