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Full-Text Articles in Education
Writing To Learn: Benefits And Limitations, Sara Winstead Fry, Amanda Villagomez
Writing To Learn: Benefits And Limitations, Sara Winstead Fry, Amanda Villagomez
Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
Writing to learn (WTL) is the act of making a subject or topic clear to oneself by reasoning through it in writing; it is a pedagogical approach that uses writing to facilitate learning (Zinsser 1988). Some researchers have reported favorable results associated with the approach (Balgopal and Wallace 2009; Bullock 2006; Hand, Hand, Gunel, and Ulu 2009). However, others have indicated that studies supporting WTL pedagogy tend to lack comparison groups, pre/posttest data, or the rich description that contributes to a rigorous qualitative study (Hübner, Nückles, and Renkl 2010; Kieft, Rijlaarsdam, and van den Bergh 2006; Klein 1999). Thus, existing …
Rubrics And Revision: What Are The Effects Of 3Rd Graders Using Rubrics To Self-Assess Or Peer-Assess Drafts Of Writing?, Gabriel Cameron Horn
Rubrics And Revision: What Are The Effects Of 3Rd Graders Using Rubrics To Self-Assess Or Peer-Assess Drafts Of Writing?, Gabriel Cameron Horn
Boise State University Theses and Dissertations
The purpose of this quasi-experimental research thesis was to determine the effects of rubric-referenced peer-revision and self-assessment on the writing drafts of 3rd grade students. A convenience sample of students in existing classrooms engaged in two persuasive writing assignments. The first assignment established a baseline score for comparison purposes. During the second assignment, a peer-revision group and self-assessment group received different interventions that focused on revision guided by a rubric. A third control group did not receive an intervention. Student opinions toward the usefulness of the treatments were also gathered through a questionnaire that was delivered after the writing …