The inability of students to become involved with writing assignments in two high-school sophomore honors classes was addressed at a writer's workshop by the implementation of collaborative learning, peer evaluation, conferencing, and broadened literature selection. Students responded to pre-workshop and post-workshop surveys to assess individual attitudes toward learning to write and writing abilities. Students were allowed to complete assignments in collaborative groups. Students were also allowed to choose the literature to be studied by the group. Results indicated increased interest in writing among the target group. Additionally, students in the target group demonstrated improved writing performance on the final writing project. Findings suggest that increased student participation in the selection of writing assignments and literature selections, along with interaction with peers on assignments, brought about improved performance on class writing assignments. (Twenty-six references and teacher and student survey instruments are attached.) (RS)
Authors
- Peer Reviewed
- F
- Publication Type
- Dissertations/Theses - Practicum Papers
- Published in
- United States of America
Table of Contents
- System For Refocusing Student Writing 3
- Students were also allowed to choose the 3
- It was concluded that in the selection of 3
- The total 6
- The reading resource teacher at this 12
- The author noted a disturbing trend 13
- 34 percent Cs and 50 percent Ds or Fs. 14
- Each of these criteria was defined for the 38
- Davis attempted to use the 42
- Attention was also given to 48
- Students were asked to include as final 51
- At the 52
- The articles were used to 53
- Use this comparison as 55
- This objective was met with a 62
- At the end of the 12 weeks period 70 65
- Is there evidence of critical thinking in your 74
- How do you feel about the writing assignments 76
- How do you feel about the writing and reading 78
