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Dissertations / Theses on the topic 'Writing skills'

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Published: 4 June 2021
Last updated: 31 July 2024

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1

Dwyer, Edward J. "Developing Writing Skills Through Letter Writing." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/3391.

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Intended specifically for tutors who want to use proven teaching techniques but who have limited time and resources, this book offers dozens of teaching ideas as well as useful information on curriculum development, instruction and appropriate reading materials.
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2

ライ・ウェイリン, ポール. "Academic Writing(A) : Logical Thinking Skills In Academic Writing." 名古屋大学オープンコースウェア委員会, 2014. http://hdl.handle.net/2237/20447.

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3

Cheung, Ngan-hin Elly, and 張顏顯. "The role of orthographic processing skills and writing skills in Chinese reading development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46934947.

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4

Elftorp, Fredrik. "How to Improve Students’ Writing and Speaking Skills." Thesis, Jönköping University, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-1192.

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English is one of three core subjects in upper secondary school and it is essential that students

receive a good education in this subject. Since writing and speaking are such prominent parts

of the English language, the teacher is obliged to possess knowledge of how to improve

students’ proficiencies in an efficient way. The question is how to use this knowledge when

the teacher is supposed to compose different methods for lessons, evaluate the exercises and

give proper feedback to the students.

This investigation is based on various literary sources, interviews with teachers and

questionnaires with students and the background information is the basis for the interview

questions and the questionnaire.

There are endless possibilities for appropriate exercises to improve writing and speaking and it

is impossible to investigate every single one there is in a relatively short essay. I have,

however, found a fair number of methods, which will be described in this paper. In order to

evaluate exercises, the teacher needs to be prepared and know what to focus on in the exercise

as it is in progress, but also listen to the students’ opinions since they know if they have

learned anything or not. Correction of spoken errors should be handled cautiously by the

teacher but the students should be made aware of the written mistakes they make.

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5

Diaz, Felix. "Using Speech Recognition Software to Improve Writing Skills." NSUWorks, 2014. http://nsuworks.nova.edu/gscis_etd/133.

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Orthopedically impaired (OI) students face a formidable challenge during the writing process due to their limited or non-existing ability to use their hands to hold a pen or pencil or even to press the keys on a keyboard. While they may have a clear mental picture of what they want to write, the biggest hurdle comes well before having to tackle the basic elements of writing such as grammar, punctuation, syntax, order, coherence, and unity of thought among others. There are many examples of assistive technology that has been deployed to facilitate writing for these students such as: word processors, word prediction software, keyboards and mice modified to be manipulated by feet and even mouth, and speech recognition software (SRS). The use of SRS has gained great popularity mainly due to the leaps in technology that have occurred during the last decade, particularly during the last three to five years. SRS is now capable of delivering speech to write with a verifiable accuracy rate in excess of 90% with as little as 10 hours of training. The current SRS industry recognized leader is Nuance Communications with its iconic Dragon Naturally Speaking (DNS) which is on version 12.5 at the time of this writing. DNS has practically eliminated the competition on SRS applications. This investigation explored the feasibility of using SRS as a writing tool by OI students to take notes and to complete writing projects. While others have tested the efficacy of SRS in general and of DNS in particular, this exploration is believed to be the first investigation into the use of SRS in the general classroom. One OI and two regular students were observed taking notes in three different classrooms after having received 10 hours of training using the software. Results indicate that all students dictated at a rate at least twice as fast as typing while averaging 90% accuracy rate. While the OI student dictation speed was consistently lower than that of the other students, there was minimal difference in accuracy. The Psychosocial Impact of Assistive Devices Scales (PIADS) questionnaire revealed a positive effect of the use of SRS on all three students with the OI student showing a higher index of improvement than the regular students in the areas of competence and self-esteem while all students experienced a closely similar score in the area of adaptability.
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Oliveira, Maria Helena de Jesus. "Writing skills at secondary level. Developing an English language writing syllabus - a case study." Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2011. http://hdl.handle.net/10362/7265.

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7

Booher, Brandon M. Waisanen Derek S. "Introducing professional writing skills to future Naval Officers an adjunct to NPS Distance Learning /." Monterey, Calif. : Naval Postgraduate School, 2008. http://edocs.nps.edu/npspubs/scholarly/MBAPR/2008/Dec/08Dec%5FBooher%5FMBA.pdf.

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"Submitted in partial fulfillment of the requirements for the degree of Master of Business Administration from the Naval Postgraduate School, December 2008."
Advisor(s): Suchan, Jim ; Simon, Cary. "December 2008." "MBA professional report"--Cover. Description based on title screen as viewed on January 28, 2009. Includes bibliographical references (p. 57-59). Also available in print.
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8

Chan, Yuen-yin Grace. "Development of writing skills in Hong Kong preschool children." Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38626007.

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9

Chan, Yuen-yin Grace, and 陳婉燕. "Development of writing skills in Hong Kong preschool children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38626007.

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10

Pavelko, Stacey Lynne. "Emergent writing skills in preschool children with language impairment." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5006.

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Much research demonstrates that alphabet knowledge, phonological awareness, and emergent writing are all significant predictors of later reading and writing outcomes, and that children with language impairments (LI) are particularly at risk for later literacy difficulties. Further, children with LI consistently demonstrate depressed emergent literacy skills in the areas of phonological awareness, print concepts, and alphabet knowledge; however, little is known about their emergent writing skills. Therefore, the purposes of this study were twofold: (1) to compare the emergent writing skills of preschool children with language impairment to their typically developing peers using a range of writing tasks and a detailed, consistent scoring rubric for each task; and, (2) to explore the relationships among emergent writing skills and alphabet knowledge, phonological awareness, and oral language. The participants included four groups of preschool children: 11 4-year-old children with LI; 11 4-year-old language typical (LT) children, age-matched to children with LI; 20 4-year-old children with typical language; and, 21 5-year-old children with typical language. Children with language impairment scored between 70 and 84 on the Language Index of Assessment of Literacy and Language (ALL) (Lombardino, Lieberman, & Brown, 2005), and children with typical language scored between 85 and 115. All children passed a bilateral hearing screen, scored within the normal range on a non-verbal intelligence screen, demonstrated an unremarkable developmental history relative to sensory, neurological, and motor performance, spoke English as their primary language, and had mothers with at least a high school education or equivalent. During two sessions, children were administered the ALL and five emergent writing tasks: Write Letters, Write Name, Write CVC Words, Picture Description, and Sentence Retell.; The writing tasks and accompanying scoring rubrics were adopted from a previous study by Puranik and Lonigan (2009). Results indicated that children with LI demonstrated significantly less advanced letter and word writing skills than their language typical, age-matched peers. In addition, significant relationships between all emergent writing tasks and alphabet knowledge were observed for all children as well as significant relationships between oral language and phonological awareness for children with typical language. No significant relationships between any of the emergent writing tasks and phonological awareness or between oral language and alphabet knowledge were found. Further, results indicated the same developmental patterns exist in written as well as oral language for children with LI. This study has therapeutic implications for speech-language pathologists. In particular, emergent writing tasks need to be included in comprehensive assessment and intervention approaches for children with LI. Assessments need to yield accurate descriptions of emergent writing skills relevant to later literacy outcomes. Finally, integrated intervention approaches that combine initial sound awareness tasks with alphabet knowledge and emergent writing tasks may achieve the best learning outcomes.
ID: 030422949; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 163-180).
Ph.D.
Doctorate
Education
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11

Doss, Rodger Leonard. "A Study of Virginia Public-school Affiliated GED Instructors Who Teach Writing Skills for the Essay Component of the GED Writing Skills Test." VCU Scholars Compass, 1992. http://scholarscompass.vcu.edu/etd/4526.

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The purpose of this study was to determine the demographic characteristics, instructional approach, perceptions toward inservice training, and awareness and use of adult education theory/principles of public-school affiliated GED instructors in Virginia who teach writing skills for the essay component of the GED Writing Skills Test. An additional purpose of the study was to compare student performance on a sample of GED essays to determine the relationship of student performance with teacher demographic characteristics and teacher instructional approach as identified by the product and process scale scores. The GED teachers who participated in the study were identified through the cooperation of the Office of Adult Education of the Virginia Department of Education. Of the 169 teachers identified, 113 of them returned survey questionnaires which could be used for data analysis. Only GED programs that were offered through Virginia public schools and reimbursed through state General Adult Education Funds of the Office of Adult Education were used for this study. Descriptive statistics were used to analyze the data on teacher demographics, instructional approach, scale scores, students' essay test scores, and perceptions toward inservice training for the essay component and the awareness and use of adult learning theory/principles in the GED classroom. Inferential statistics were used to determine significant relationships between groups of teachers in terms of their demographic variables, and between groups of teachers classified as scoring high or low on the scale scores in terms of students' mean essay scores. Also, inferential statistics were used to compare teachers' product and process group membership as defined by scale scores with their self-report classifications and to determine which teacher demographic variables were useful to predict product and process scale scores and student averaged essay test scores. Among the results indicated by the study were: many teachers who identified themselves as using a combination of the product and process approaches to the teaching of writing skills to adults were not categorized as such by the scale scores; respondents from the surveyed population of GED instructors appeared to be more product oriented in their approach to teaching writing; teachers appear to move away from a strictly product-orientation toward more of a process-orientation as they gain more years of GED teaching experience and as they spend more time with the students; it was inconclusive whether or not any of the approaches to teaching writing skills for the essay component (product, process, or combination) as identified in this study were any better than any of the other approaches: these GED teachers want inservice training to address the addition of the essay component to the Writing Skills Test: and, these teachers appear to have a good understanding of adult education theory/principles and they appear to employ these principles in their classrooms. Recommendations for future research are presented: these involve conducting a state-wide needs analysis to explore what GED teachers need to become more comfortable about teaching writing skills for the essay component: examining more closely the classroom practices of GED teachers who teach writing skills: and, using larger samples and different sampling techniques.
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12

Gray, Lundie Spivey. "Enhancing Teachers' Skills and Students' Success in Writing using Elementary Teachers' Experiences in Writing Instruction." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1849.

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This study addressed the issue of struggling student writers in a K-5 rural elementary school. This phenomenological study, based on social constructivist theory, investigated elementary teachers' experiences to determine effective writing strategies. Six teachers who had taught writing in the elementary grades for 5 consecutive years volunteered to participate in the study. All teachers participated in a focus group, and 2 teachers provided additional data via individual interviews. Member-checking was used to ensure trustworthiness of data. The data were analyzed; emerging themes developed categories and, through horizonalization and triangulation, gaps in writing instruction were revealed. Analysis from the teachers' perspectives led to key factors which contribute to successful writing instruction, incorporate more writing instruction school-wide, promote unity of teachers for planning and discussion of writing instruction, and use curriculum plans in writing instruction that leads to enhanced student success. This study sought to provide teachers with strategies for developing efficient writing instruction for students using a 9-week curriculum writing guide. This study will improve teachers' skills and lead to enhanced writing instruction and student learning by making connections between enriched teacher experiences; this study will also provide insights into the design and delivery of more effective writing instruction that creates local-to-global changes in student writing success.
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Wischgoll, Anke [Verfasser], and Alexander [Akademischer Betreuer] Renkl. "Fostering academic writing skills and text quality through metacognitive activities." Freiburg : Universität, 2017. http://d-nb.info/1150124431/34.

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14

Guissin, Shmuella. "Developing reading and creative writing skills among 'children at risk'." Thesis, University of Sussex, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418498.

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This thesis discusses an action research of exploring and developing reading and creative writing skills of children at risk of failing at school and dropping out of the education system and whose problems are ascribed to family difficulties. The context for this is the Moadonit, an Israeli after school program that aims to act as a bridge between the child, the school and the family. The research stems from my work as counselor of Moadoniot leaders and their work with the children. It investigates how I can help Moadoniot leaders to develop a successful program of literary activities for the children. The thesis focuses both on the continuing series of workshoOps, whereby I interact with the leaders as a group and on their work with the children within their Moadonit. A series of mini case studies tells the story of ten of the leaders. As an action researcher I continuously developed my practice with the leaders in the workshop setting, while working with the children of their Moadoniot and bringing their data into the workshop. A Book of Activities of reading and creative writing for children at risk in the Moadoniot has resulted from this workshop. This book is distributed in the greater Tel Aviv district to be used by all leaders. A narrative approach is used to explore the collaborative work, which is in line with the content matter itself, namely creating personal narratives. I use the image of a funnel hourglass to describe the processes of the action research where the workshops, personal texts of each leader, observations, then the interviews, journals and the writing of the Book of Activities are fed into the frame. These then interact rather like a kaleidoscope, whereby the inner order is changing and emerges as a different pattern of understandings, themes, theories and practices. I have found that painting this assists me to see and understand the process and outcomes more clearly. The problematic nature of the children's lives means that they have experienced both emotional and academic problems, which tend to reinforce each other. Working with these children also presents the leaders with both intellectual and emotional challenges. The research develops and refines a model of practice, which acknowledges both the soft-emotional and hard-cognitive elements that support learning and growth. By integrating the two elements, it develops a way of acting with the children, through the leaders, meeting their needs by reflection in order to provide cognitive scaffolding and affective self-containment. At its best, a personal change through writing and reading activities has created the leaders' personal growth, leading to improved professional performance and initiating similar processes of change and growth of the Moadoniot children. The thesis ends by identifying areas for further research and assessing the implications of the research for policy.
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15

Springer, Donna. "Gender, Physiological States, Self-Regulatory Skills and Writing Self-Efficacy." Thesis, Piedmont College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10285245.

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Gender, physiological states, self-regulation, and writing achievement in relation to student writing self-efficacy were examined using a mixed-method approach. Student writing self-efficacy, physiological states, and self-regulation were investigated through surveys and student interviews. Male and female students were selected from two northeast Georgia suburban high schools. Student achievement was measured from the Georgia Milestones test given to 11th grade Language Arts students. A 3 x 2 ANOVA was conducted to research the significance of gender, physiological states, self-regulation, and achievement with writing. Students were given two surveys on self-regulation and writing self-efficacy.

Findings revealed certain physiological states, such as how a student feels when writing, and self-regulation, how a student copes with these physiological states and how the student adjusts to overcome these obstacles significantly interact with one another. However, writing self-efficacy did not make a significant difference on writing achievement. Writing self-efficacy, physiological states, self-regulation, and writing achievement were gender neutral, meaning gender did not have a significant interaction or make a difference on the results of the surveys or achievement in writing through the Georgia Milestones.

This research was conducted so that findings could be of value to educators when teaching writing and help them understand the intrinsic value of writing, as well as to make educators aware of the physiological states students experience when writing, to help them better understand how students self-regulate when writing, and to demonstrate how this may play a role in writing achievement.

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Randall, Jeanette M. "Enhancing high school student writing skills with Florida biodiversity education." [Gainesville, Fla.] : University of Florida, 2001. http://etd.fcla.edu/etd/uf/2001/ank7125/master1.PDF.

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Thesis (M.S.)--University of Florida, 2001.
Title from first page of PDF file. Document formatted into pages; contains x, 73 p.; also contains graphics. Vita. Includes bibliographical references (p. 69-72).
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Foreman, Kimberly Annette. "Beyond good writing: The multidisiplinary skills of the communications professional." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/838.

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Montemayor-Borsinger, Ann Barbara Sylvia. "Case studies of academic writing in the sciences : a focus on the development of writing skills." Thesis, University of Glasgow, 2001. http://theses.gla.ac.uk/1359/.

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The aim of the present thesis is to make a longitudinal study of changes affecting sentence-initial elements in articles published over time by a sample of researchers in international journals of physics. The linguistic framework adopted for such a study is a systematic-functional one. The general research methodology is established around two main axes, one linguistic, and the other statistical. To conduct a longitudinal survey focusing on thematic changes, it was necessary on the one hand to set up clear and unambiguous linguistic categories to capture these changes and, on the other, to present and interpret the findings in manageable and reliable ways with the assistance of statistics. A pilot study was initially set up to explore possible changes in two articles published within a two year interval by the American Physical Society. The articles were the first and the last of a series of five articles written by the same researcher on the same problem in physics. The method of analysis of the texts used a formulation of Theme that included Subject as an obligatory component, and Contextual Frame - i.e. pre-Subject elements - as an optional one. The analysis, using taxonomies proposed by Davies (1988, 1997) and Gosden (1993, 1996), suggested differences in thematic elements, especially regarding a certain type of complex Subject. On the basis of coding difficulties and the findings of the pilot study, taxonomies were modified to include in particular new Conventional and Instantial classes for Subject and Contextual Frame. Conventional wordings, both in Subject and in Contextual Frame position, are identified as being expressions which are readily available to novice writers of articles, because they are commonly used terms in the fields of research concerned. In contrast Instantial wordings are identified as being expressions which have been especially contrived by the writer to fit a given stretch of discourse. As writers develop and make their own the matter with which they are working; they become increasingly capable of crafting these more complex workings which involve multiple strands of meaning. In the case of this latter class, particular reference is made to post-modification and clause-type elements which allow meanings to be combined in specific ways.
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Turuk, Kuek Mamour Choul. "Developing critical thinking skills through integrative teaching of reading and writing in the L2 writing classroom." Thesis, University of Newcastle Upon Tyne, 2010. http://hdl.handle.net/10443/1063.

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Applying sociocultural principles of mediation, collaboration and scaffolding as the underpinning theory, combined with the integrative teaching of reading and writing method, this study explored how L2 students’ thinking and reasoning abilities as manifested in their argumentative writing skills can be improved. Students’ creative and critical thinking skills and their ability to write logically and intelligently are part of English teaching objectives in the Sudan. However, there are no explicit guidelines on how they could be achieved. In this study therefore, argumentative/persuasive writing is considered to be a manifestation of critical thinking skills, since a writer needs to analyse, evaluate and counter arguments and present a logical text to convince the reader. Thirty, first year university students from the faculty of Medicine, Upper Nile University, Sudan were randomly selected. They were first pre-tested and then randomly assigned into experimental and comparison groups. A twelve-week intervention was conducted in which the experimental group were taught reasoning and critical thinking to enhance their argumentative writing abilities employing integrative teaching of reading and writing method in conjunction with sociocultural principles and Paul and Elder’s (2006, 2007) close reading strategies. After the intervention, the groups were post-tested and a month later after the completion of the study they were post-post-tested. The nature of the tests was argumentative written compositions. In addition, pre and post focus groups interviews were conducted with the experimental group to explore their perceptions and attitudes towards thinking skills before and after the intervention. These interviews were organised to enable the researcher to trace and monitor how students’ ideas and perceptions changed as a result of the intervention. The study found among others that students’ critical thinking, reasoning and argumentative writing skills improved dramatically after the intervention. In addition, there were improvements in their perceptions and attitudes towards thinking skills as well as in their understanding of the cognitive relationship between reading and writing. Moreover, a remarkable improvement in their spoken English was recorded as well as they developed positive attitudes towards learning English. The study concluded that critical thinking skills can be taught at post secondary school level. It recommended that future research should investigate the complexity of argumentative texts written by L2 students and how the complexity of their thinking may lead to the increasing sophistication of the language produced.
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Dodd, Kathleen Muriel. "Writing workshop in a whole language classroom: Effects on reading comprehension, written language, and writing skills." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1005.

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Lloyd, Jennifer. "Perceptions on the Essential Writing Skills of Entering First-Year College Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5895.

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Some students are entering college and graduating with the inability to write scholarly and professionally. The purpose of this instrumental case study was to examine the perceptions of college instructors and students about the essential writing skills of entering first-year college students within a Southwestern university. This study provided insight into strategies to engage students in the writing process, both before and after entering college. Vygotsky's social constructivism provided the framework for this study. The research questions included an examination of the perceptions of students' writing skills based on what instructors, students, and writing center personnel observed; what instructors and students believed to be essential writing skills necessary for entering first-year college students to be academically successful; and what the writing center personnel and students' perceptions were regarding writing resources that were deemed beneficial to entering first-year college students to help improve their writing skills. Data were collected through semistructured interviews with 12 participants: 4 instructors, 5 students, and 3 writing center personnel. Data analysis included theme identification based on key words from the interviews. According to study results, findings revealed factors that contributed to poor writing, common writing errors, required writing skills to be academically successful, and writing resources. These findings led to the development of a 3-day professional development (PD) workshop. Participation in the PD workshop may lead to modifications in the curriculum at local high schools and entry-level courses taught to entering first-year college students, resulting in positive social change.
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Fahringer, Margaret. "The effects of social skills training on the writing skills of middle school students with learning disabilities." FIU Digital Commons, 1996. https://digitalcommons.fiu.edu/etd/3405.

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The purpose of the study was to determine if training in social skills in a classroom setting would lead to greater achievement in writing. Fifty-seven children in grades six through eight (ages 11-14) from a predominantly middle-class school in a largely urban school district in South Florida participated in this study. Participation in the study was limited to students who had been evaluated, met diagnostic criteria for learning disabilities and were placed in a learning disabilities language arts class. Seven dependent variables were measured to evaluate the effects of social skills training (independent variable) on the writing skills of children with learning disabilities. The four writing variables were thematic maturity, syntactic maturity, fluency, and quality of expression. Three social skills measures were parent rating, student rating, and teacher rating of social skills behavior in the classroom. Three tests designed to measure changes in written language development and social skills acquisition and performance were used for pre-testing and post-testing. To assess the writing skills, two assessment instruments were selected: Test of Written Language-2 (TOWL-2) (Hammill & Larsen, 1988) and the Woodcock Psychoeducational Battery Achievement and Supplemental Tests (Woodcock & Johnson, 1990). To assess social skills, Social Skills Rating System (Gresham & Elliott, 1990) was selected. Areas of significant improvement in the writing measures were syntactic maturity and quality of expression in the experimental group. In the control group, syntactic maturity improved significantly more than in the experimental group. When pre and post test differences were examined for both groups, only syntactic maturity was significant. However, the gain score was greater for the control group than for the experimental group. The students' home language had a significant effect on syntactic maturity but not on any other variable. Thematic maturity approached significance and should be considered when practical applications are discussed. Examination of the results of the social skills measures revealed that no significant differences were evident in any area. There were no significant effects on the parent, student or teacher rating measures either by the social skills training or the writing instruction. The home language of the students had no effect on the social skills measures.
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Nguyen, Ha Thi Thanh. "MACRO AND MICRO SKILLS IN SECOND LANGUAGE ACADEMIC WRITING: A STUDY OF VIETNAMESE LEARNERS OF ENGLISH." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/theses/2008.

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The ability to write in a second language is one of the major skills required in academic settings. However, research about the effectiveness of academic programs on second language writing in long term perspective is rather scarce and the findings are mixed (e.g. Archibald, 2001; Elder & O’Loughlin, 2003; Hu, 2007; Knoch et al., 2014, 2015; Storch 2007). The present study aimed to contribute further empirical evidence about the effectiveness of academic training on the development of the writing skills of Vietnamese second language learners enrolled in an undergraduate English program. The investigation was designed in view of the L2 writing standards set by the Common European Framework of Reference (CEFR) and in reference to the specificities of the Vietnamese English language educational system. The sample involved a total of 90 participants, 30 from each of the following CEFR English language proficiency levels: B1, B2, and C1. The instrument was modeled after the IELTS Academic Module Writing Task 2 which requires test-takers to write a minimum of 250-word essay on a given prompt. The participants’ essays were scored by two independent raters following the IELTS Writing Task 2 Band Descriptors. The data was analyzed through 5 one-way ANOVAs, which aimed to compare the three levels of proficiency, B1, B2, and C1, on their overall writing scores, and on each of the two macro (Task Response and Cohesion and Coherence) and micro sills (Lexical Resources and Grammatical Range and Accuracy) The results revealed two main trends. First, it was found that the writing skills of Vietnamese L2 learners of English have shown a significant improvement in the course of their study, across proficiency levels. Second, the development was of a bigger magnitude between levels B1 and B2 and on a smaller scale between levels B2 and C1. The latter trend appears more meaningful when juxtaposed with the expected IELTS writing band score ranges for each of the three CEFR levels investigated in the present study. Specifically, the obtained scores matched the CEFR standards at level B2, but were above the expected minimum score for level B1 and below the minimum expected score for level C1. These findings carry valuable implications for the specific Vietnamese educational context, highlighting both the strengths and lacks of the English language writing curriculum. They pinpoint issues related to the placement of students in CEFR levels without specific empirical data as well as raise questions about the time, effort, and teaching practices necessary to secure learners’ progress from lower to higher proficiency, particularly after level B1. Another contribution of the study is that it examined developments in L2 academic writing both on the macro and micro level, and has, thus, offered a more comprehensive picture of the different components of the writing skill and their development through a course of study. In contrast, existing research has either looked at the writing skill in a holistic way or focused on one or some of its elements, but has rarely approached writing as a balanced composite of macro and micro skills.
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Veldtman, Helga Delene. "Assessing laboratory report writing skills of first entering bachelor of science students." Thesis, University of Limpopo, 2020. http://hdl.handle.net/10386/3401.

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Thesis (M. A. (English Studies)) --University of Limpopo, 2020
Conventional laboratory report writing skills present an enormous challenge to first entering science students including the Bachelor of Science (BSc) students at Sefako Makgatho Health Sciences University (SMHSU). First entering students are expected to meet essential tertiary discourse requirements and standards consistent with their scientific community. The purpose of this study was to explore how content lecturers in cognate departments assess laboratory report writing skills of first entering BSc students. The research design was exploratory and a mixed approach was used. Students sat for a criterion-referenced test and interviews were conducted with content lecturers to collect data; quantitative basic statistical interrogation of the basic data points and post interview analysis were performed. Some of the key findings of this exploration was that most first entering BSc students are in a dire situation regarding the laboratory report writing genre; they are unable to communicate comprehensive and intelligible information in the written laboratory reports. Thus, content lecturers and English language lecturers from the Department of Language Proficiency (DLP) need to strategically collaborate in order to improve the performance of first entering BSc students.
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Dobkin-Kurtz, Caroline Beth. "Implementing a process writing unit in a grade one French immersion classroom, a case study of writing skills and attitudes toward writing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0002/MQ40643.pdf.

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Lindestaf, Emma, and Lina Malmqvist. "Redrafting the Writing Process : A study about using reflective learning to improve the writing skills of Swedish students." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-44645.

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It is well established that good writing derives from writers who understand the writing process. However, while the National Curriculum of England explicitly states that teachers should incorporate important parts of the writing process, such as drafting, revising and proof-reading, in their teaching, the Swedish national curriculum does not. The aim of the study was to investigate how reflective learning affects Swedish students' writing skills in an ESL setting. More specifically, it investigates how the implementation of drafting and redrafting in a writing project affects the quality of texts as well as students’ perception of working reflectively. To be able to evaluate these variables, the students’ first and final drafts were analyzed in order to find out how much the students had improved and in which linguistic areas out of grammar, formality, cohesion and structure. The students were also asked to write a reflective text about their opinion of the writing project. The data was then categorized and later analyzed by using Kolb’s experiential learning cycle and the GLL model. The results showed an insignificant change regarding the students’ grades and quality of text. However, most students were positive about the working process. These results suggest that reflective learning could have many benefits for Swedish students’ writing skills and students seem to find the working process helpful. However, more research is needed in order to further evaluate the impact reflective learning can have on students’ writing skills.
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Shifflett, Alvin Monroe. "A manual to assist persons in developing their inspirational writing skills." Theological Research Exchange Network (TREN), 1986. http://www.tren.com.

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Siu, Ching-yee Truely. "An evaluation of a writing skills programme for form six students." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38626627.

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Hight, Jim D. "Journaling and the improvement of writing skills for incoming college freshmen." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3605250.

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Journaling is an effective tool for the development of writing skills and creative thinking; however, research has not revealed how it improves writing skills in the college classroom. The majority of the studies related to journaling are elementary school studies, which do not provide statistics on how journaling can improve writing skills for undergraduates. The purpose of this study is to compare the writing skills of students in freshman college composition classes who make journal entries at the beginning of each class, and those who do not. The theoretical base for the study was provided by Thorndike's laws of exercise and effect and Mezirow's transformational learning theory. This is a quantitative, quasi-experimental study, and data were gathered using a pretest-posttest design using a sample of 106 freshman students in a small two-year community college in the Midwest. A rubric was used to score a writing sample from each student at the beginning and end of the semester, and the samples were independently evaluated by three experienced college writing instructors. The significance for the study was measured by using an independent t-test. Results indicated no significant difference between the pretest and posttest writing scores of the students who wrote in journals and those who did not. The study can foster social change by helping teachers to understand the potential benefits of journaling in the development of critical thinking skills. Further study with a larger sample and an advanced writing class would be beneficial in examining whether extensive journaling would result in improved writing skills.

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Siu, Ching-yee Truely, and 蕭靖懿. "An evaluation of a writing skills programme for form six students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38626627.

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Burke, Roberta A. "The Influence of Rubrics on High School Students' Creative Writing Skills." Defiance College / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=def1281546270.

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Marks, Lori J., and D. J. Montgomery. "Don’t Fight It, Write It! Developing Writing Skills Through Assistive Technology." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/3559.

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Marks, Lori J., and D. J. Montgomery. "Don't Fight It, Write It! Developing Writing Skills Through Assistive Technology." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etsu-works/3562.

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Platt, Kelsey Elyse. "Developing metacognitive and self-regulated learning skills through reflective writing prompts." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/3164.

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Effective practice determines the quality of a performance and it is essential to improving a musician's overall level of playing. Studies show that experts in the field of music display superior metacognitive skills, or the ability to think about one's thinking. Metacognition is an important skill that needs to be developed in order for a student to become a self-regulated, or independent learner. Effective practice can be improved by learning and developing metacognitive and self-regulated learning skills. An important component of self-regulated learning is reflective thinking. Reflective thinking is a mental process that contributes to deeper learning experiences, improves problem solving skills, and enhances creativity. Reflective thinking can be stimulated with writing activities. Research and theories of reflective practices informed the creation of the Reflective Writing Prompts. The Reflective Writing Prompts stimulate reflective thinking as they teach and develop metacognitive and self-regulated learning skills to make practice more effective. Each exercise prompts the student to think and write a response to questions focused on a specific skill. These prompts are based on research in music psychology and reflective thinking, with special focus on metacognition, self-regulated learning, practice habits, and reflective journaling. The pertinent studies and theories in these areas will be examined and explained in relation to each other. With this foundational knowledge in place, the Reflective Writing Prompts will be presented. The prompts are designed to support first or second year music students in their development as independent learners who practice effectively.
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Godwin, Margaret. "International Students Use of Technology for Improving Writing Skills in College." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3160.

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Many college-level students choose to study in another country and in a second language, often in English. In this context, a high standard of written English is important to attain good grades in college and earn degrees with distinction, which may lead to successful careers. One international college provided computer tools to students to improve their writing; however, students were reluctant to use the tools provided. This qualitative study explored these college students' perceptions of their lack of motivation to use computer tools and the barriers that prevent them from improving their English writing. The research questions investigated the technology available for these English as a Second Language students, their motivation to use error correction tools, barriers to their use, and attitudes to writing well in English. This study used the social constructivist theory as its theoretical framework that students learn by interacting with others. Semi structured interviews were conducted with 20 students, and 2 focus groups of 5 participants. All were selected purposefully. Data were open coded and thematically analyzed and 4 themes emerged. The four themes were technology and its uses, user preferences, writing, and motivation. The results indicated that the participants preferred to consult teachers, with technology as an aid, and used error correction tools only as a last resort. A total immersion writing development program with follow-up mentoring was developed to improve incoming international students' writing skills and to build their confidence in the use of technology. The emergent information from this study is intended for use by students, staff, and faculty to improve international students' English language acquisition, academic achievement, and professional success.
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Stolp, Shelly J. "A Validation Study of a Writing Skills Test for Police Recruit Applicants." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3308/.

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This study evaluated the effectiveness of a direct test of higher-order and lower-order writing abilities needed for police report writing. This test was specifically designed to address report writing deficiencies experienced by police in the training academy. Descriptive statistics were examined, and relationships between this test and writing ability dimensions included on a separate, indirect, multiple choice test were investigated. Direct and indirect scores were correlated with training academy performance. Because both tests assessed higher-order and lower-order writing abilities, comparisons were made to determine which type of test was most appropriate for assessing the different types of writing skills. Results indicated that the direct test was a valid predictor of academy performance. Direct methods of measurement were found to be better than indirect methods for assessing higher-order writing skills. For lower-order writing skills, the indirect method appeared to be a better measure than the direct method.
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Winek, Kirsten M. "Writing Like a Lawyer: How Law Student Involvement Impacts Self-Reported Gains in Writing Skills in Law School." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1557486361911544.

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Hahn, Christopher. "Using extensive feedback to improve writing skills within a social studies context /." Full text available online, 2008. http://www.lib.rowan.edu/find/theses.

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Al-Besher, Khaled. "Developing the writing skills of ESL students through the collaborative learning strategy." Thesis, University of Newcastle Upon Tyne, 2012. http://hdl.handle.net/10443/1836.

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The purpose of this study was to investigate the effectiveness of using collaborative learning to improve the writing skills of students of English as a second language. The aim was to determine whether students who were involved in collaborative leaning produced better written texts in terms of organization, development, coherence, structure, vocabulary and mechanics than students who wrote individually, and whether engaging in collaborative learning had a positive effect on the attitudes and perceptions of learners. The subjects of the study were 48 male Saudi Arabian university students distributed randomly in two groups: 23 were assigned to the experimental group and were taught to write essays collaboratively, while the other 25 were assigned to the control group and taught to write essays individually. Both groups of students were asked to write an essay and complete questionnaires at the beginning and at the end of the study. Four students from the treatment group were selected at random for interview at the end of the study. The experiment consisted of a total of eleven weeks of teaching writing skills. The post-test scores and questionnaire responses of students in the treatment group were compared not only with those of students in the control group but also with their pre-test scores and responses. The study results indicated that collaborative writing benefitted the students a great deal in terms of the quality of their writing (development, cohesion and organization); however, it was also found that collaborative writing did not help them much in terms of the accuracy of their writing (mechanics and structure). The analysis of the data obtained from the questionnaires and interviews revealed that the attitudes of students in the experimental group had improved after their involvement in collaborative learning settings. The overall conclusions were therefore that not only did students who wrote their essays in collaboration with each other produce better written texts than those who wrote their essays by themselves, but also that involvement in collaborative learning had a positive effect on the students’ attitudes towards writing in English.
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Linn, Mary McMahon. "Effects of Journal Writing on Thinking Skills of High School Geometry Students." UNF Digital Commons, 1987. http://digitalcommons.unf.edu/etd/38.

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The purpose of the project was to determine the effects of journal writing on the thinking skills of high school geometry students. The research supports the idea that writing can enhance a student's metacognitive ability. The results show that the journals served effectively in various capacities. Each student became actively involved in his or her own learning process. Writing forced the students to synthesize information and they became aware of what they did and did not know. They recognized their individual learning style and strengths and began to take advantage of those strengths. The journals served as a diagnostic tool for the instructor and they opened lines of communication between teacher and student and personalized the learning environment. The results of the project suggest that this type of journal keeping would be effective in all disciplines but it is especially recommended that it be implemented throughout a mathematics department.
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Bui, Thi Huong Giang. "Using collaboration and technology to enhance Vietnamese students' English language writing skills." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/88477/1/Thi%20Huong%20Giang_Bui_Thesis.pdf.

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This action research study investigated face-to-face and wiki technology collaboration to enhance students' English writing skills in a second language (L2) class in Vietnam. The thesis is underpinned by socio-cultural theory and argues that collaborative learning using wikis led to an enhancement in L2 writing skills. The findings show that collaborating via wikis challenged traditional L2 writing pedagogy in the following ways: increased student autonomy; understanding formative feedback; and awareness of process writing, genre and audiences. This study contributes practical knowledge about affordances and constraints of collaborative writing using wikis in Vietnam and other countries where traditional pedagogies are prevalent.
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Scott, Carol T. "The effects of a student-centered writing program on the writing skills of gifted sixth and seventh grade students." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1985. http://digitalcommons.auctr.edu/dissertations/3101.

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The nature of the Student-Centered Writing Program was explained by the teacher and a copy of each of the materials to be used by the students was distributed. Students brainstormed topics for writing assignments, and each was assigned to write a rough draft. The Writer's Checklist was utilized to proofread the rough draft. Each student selected a partner with whom to work (i.e., the Buddy System). The Composition Improvement Checklist was used by pairs of students to indicate errors found on the rough draft. Written recommendations for revisions by the buddy were made at the end of the written work. The teacher monitored pairs of students during proof reading. Misspelled words were corrected by the writer and written on his Individual Spelling List (ISL) page in his notebook for future reference. Following written recommendations, the Buddy Checklist for the Rough Draft and the Writing Score Card for Buddy Evaluations were completed to assess the written work. Rough drafts handed in to the teacher were returned with comments. Each student maintained his own Writer's Log. Final drafts were written and stapled to rough drafts. All writing was shared with peers. While students sometimes scheduled brief conferences with the teacher, more in-depth private teacher-student conferences were scheduled approximately every ten days to help students to analyze their own papers and to encourage continued efforts. Summative Evaluation/Posttesting: Students wrote on a topic of their choice for the final written assignment. Errors on the pretest and the posttest were tallied to determine the improvement of written work. The teacher shared the evaluation process with each student in a teacher-student conference. Student's written work was analyzed as a whole, i.e., the holistic approach, by both the teacher and the student to determine the trends and the progress of the student. Summary of Presentation and Analysis of Findings 1. The opinionnaire showed that over fifty percent of the total group had positive overall attitudes about the program. Seventy percent indicated they did not mind revising for a better grade. While seventy-five percent felt responsible for correcting and proofreading their own work, 55 percent wanted to continue in a student-centered writing program and wanted the same opportunity made available to others in their school. Eighty-five percent reported that good writing skills should be applied to other school subjects, not just language arts. 2. The opinionnaire showed that over 60 percent of the total group indicated that the Buddy System helped them to improve their writing, to locate, errors they (as writers) had overlooked and that they liked the idea of locating and correcting their written work with the aid of a buddy. 3. Of the total group, 45 percent reported that they proofread their first drafts more closely, while 65 percent indicated that they proofread their final drafts more closely as a result of the program. 4. All students appeared to enjoy additional time with the teacher to help with problems that remained unsolved and to seek sympathetic assurance. 5. Writers of the same sex chose to work together, independently sought assistance from various sources such as the dictionary, the thesaurus, and English grammar textbooks, and voluntarily offered suggestions to their peers for resolving problems. 6. Natural insertion of words was made during proofreading and incidental learning occurred when students were answering questions on the Writing Score Card for Buddy Evaluations. 7. Errors experienced by students included capitalization, spelling, agreement of subject and verb, inconsistency of tense, double comparisons, agreement of pronoun and antecedent, split infinitives, and syntax (fragments and run-on sentences). The majority of the errors was in syntax, inconsistency of tense and punctuation. 8. Sixty-five percent of the total group believed that the teacher-student conferences encouraged them to write better. 9. There was a discernible pattern of error reduction in grammar over the nine writing assignments. 10. There was a statistically significant difference between pre- and posttest scores on the writing samples. On the pretest the number of errors in grammar was nine, and on the posttest the number of errors was reduced to zero. Spelling errors on the pretest were eleven and on the posttest were two. There were twenty-seven errors in punctuation, and on the posttest there were five errors. Errors in syntax numbered twenty on the pretest and on the posttest, there were three. Capitalization errors on the pretest were eight, and on the posttest there were four. There were 75 total errors on the pretest and 14 total errors on the posttest. Conclusions The findings of this study, based upon an analysis of the data, seem to warrant the following: 1. The Student-Centered Writing Program promoted the reduction of errors in grammar, spelling, punctuation, syntax, and capitalization. 2. An increased reduction of errors is likely to occur, given a longer period of time. However, a plateau is likely to be reached where errors will be made by chance, regardless of practice or instruction. 3. The Student-Centered Writing Program encouraged student independence, fostered positive student attitudes, improved peer relationships, and promoted the application of skills to other written tasks. 4. The Student-Centered Writing Program is an effective instructional approach with gifted middle school students. Student samples showed a significant reduction of errors on the pre- and posttests. 5. Learning and teaching the mechanics of writing have not proved effective in improving troubled student writing. Focusing attention on correct grammar, punctuation, capitalization, and syntax through the actual written work as they are needed is more effectual. Recommendations Consideration of the following recommendations, which resulted from the findings, implications, and conclusions of this study, nay assist teachers, administrators, and school systems in the implementation of a student-centered writing program. 1. Students, acting as editors and collaborators in pairs or in small groups, should be permitted to work at their own pace. 2. Private teacher-student conferences should be scheduled approximately every ten days to help students analyze their own progress and to encourage continued efforts. 3. Since students, generally, do not know how to proofread their own writing for errors, it is recommended that teachers assume this responsibility by providing a large How to Proofread Chart in front of the classroom. Consistent referral to this chart before every written assignment is essential. 4. Maintaining accurate records by both the teacher and the students is important in the Student- Centered Writing Program because it provides a visible means for tracking student progress. The tabulation of errors on the Error Chart and the dating of student materials help in the overall evaluative process. 5. School systems should institute workshops and/or in-service courses to train teachers in the implementation of a successful student-centered writing program. 6. Administrators should promote the utilization of student-centered writing programs as an integral component of the English/language arts course in their schools. 7. Since studies are beginning to show that the implementation of teacher-student conferences by professors of English on the college level has achieved success in improving student writing, it is recommended that student-centered writing programs be implemented consistently, beginning perhaps as early as Grade 4 and continuing through out high school. 8. Random selection of subjects and experimental, as well as control groups, should be given serious consideration in furthering research and study on improving student writing. 9. In respect to the gifted learner, it is recommended that administrators focus attention on ability grouping, acceleration, and enrichment to meet his/her special needs in language arts/English programs. Students demonstrating high ability in English, for example, may be helpful as mentors, assisting their own intellectual peers, as well as other students who may need help in improving their writing.
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Adams, Felicity. "Teaching component writing skills to fluency and the acquisition of writing behaviour in preschool children with pervasive development disorder." Thesis, Adams, Felicity (2000) Teaching component writing skills to fluency and the acquisition of writing behaviour in preschool children with pervasive development disorder. Professional Doctorate thesis, Murdoch University, 2000. https://researchrepository.murdoch.edu.au/id/eprint/52355/.

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The present study was conducted to determine whether exposing component writing skills to frequency building would lead to evidence of skill endurance, stability, retention and application. Three preschool children with pervasive developmental disability participated in the study. The first experiment targeted free form lines and circles for frequency building. The second experiment targeted discrete lines and circles and the third experiment targeted the capital letter “R”. Results for two children clearly demonstrate the predicted outcomes of endurance, stability and retention. Evidence of the predicted application outcome occurred in Experiments 2 and 3. Results suggest that the addition of fluency practices to standard programmes based on the principles of applied behaviour analysis for children with pervasive developmental disorder may have merit. Further systematic investigation is required. While rates were significantly increased from baseline levels for the third child, at no time were endurance, stability, retention or application outcomes observed. Possible explanations for this are discussed.
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Berman, Robert. "Transfer of writing skills between languages : L1 versus L2 teaching of persuasive essay writing to intermediate-level Icelandic EFL students." Thesis, Lancaster University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306878.

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Jones, Cindy D. "The Effects of Interactive Writing Instruction on Kindergarten Students' Acquisition of Early Reading Skills." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/148.

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This study focused upon the established importance of the reading-writing relationship and its posited effect on literacy development. A repeated-measures experimental design investigated the effects of interactive writing instruction on 151 kindergarten students’ acquisition of early reading skills. Multilevel modeling was used to evaluate the impact of the reading-writing relationship as operationalized with interactive writing and writing workshop on the acquisition of early reading skills as repeated outcome measures at four points in time (Level 1) were clustered within students (Level 2). Results of this study indicated that instruction grounded in the reading-writing relationship, namely, interactive writing and writers’ workshop combined with existing reading instruction, led to equal growth in kindergarteners’ acquisition of early reading skills for each of the outcome measures at each of the four time points assessed. The growth effects obtained from the use of the reading-writing instructional treatments used in this study compared with the national normative samples from the outcome measures indicated that the reading-writing instruction significantly increased the rate of growth for the early reading skills of phonemic awareness, alphabet knowledge, and word reading.
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Van, Heerden Michelle. "Testing the waters: exploring genres in two English classes at a multilingual Cape Flats primary school." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2137_1243240686.

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The purpose of this study is to gain an understanding of current writing practices in the intermediate phase at a multilingual primary school on the Cape Flats and then to explore the possible benefits of a genre-based approach in this context. The study focused on the development of learners' writing skills in two Grade Six English classes. The aims of this study are to understand the writing curriculum plan and as practiced by two teachers with different levels of exposure to current approaches to the teaching of writing and different class profiles.

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Green, Kelton Roy. "Evidence-based teaching of writing practices : a survey and intervention at elementary and high school level." Thesis, University of Dundee, 2017. https://discovery.dundee.ac.uk/en/studentTheses/b339778a-01ec-4ea5-86d3-93ad1ae8c211.

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Writing skills are important for social and civic participation, educational achievement and employment (European Commission, 2012). However, a third to a half of Scottish students did not attain required writing standards at upper elementary and lower high school grades in 2014 (Scottish Government, 2015). Similarly, many students do not obtain the required skills in the USA (Graham et al., 2014). This study aimed to improve the writing skills of mainstream upper elementary and lower high school students. It took place in a largely rural Local Authority in Southern Scotland which was mid-range on measures of deprivation. The literature was reviewed on effective writing interventions for school-aged mainstream students. The interventions with the largest impacts around the target grades were: CIRC (Durukan, 2011); Collaborative Dialogic Learning (Alfassi, 2009); CSRI (Torrance et al., 2007); Jigsaw (Sahin, 2011); individual IT access in lessons (Snyder, 1993); individual IT access at home and school (Lowther et al., 2003); peer assistance with revision (Boscoli et al.,2004); process and product goals (Schunk et al., 1993); SRSD (Brunstein et al., 2011); summarisation (Chang et al., 2002); visualisation/imagery instruction (Jampole et al., 1994). An online survey of teachers’ current practices and beliefs about the teaching of writing was administered. The response rate was 23% (N=345) of the 1490 Local Authority-employed teachers in the region. Notable findings were: the respondents’ most frequently used practice was grammar instruction, an ineffective intervention (Graham et al., 2012; Graham et al., 2007). Many were using some evidence-based practices but not at optimum frequencies, and some were never using some of them. About 40% of respondents felt students had insufficient IT to support their writing and most would use IT more frequently if they had more up-to-date equipment, better internet access and extra training. Under half of elementary and high school respondents with English degrees felt Initial Teacher Education was adequate preparation to teach writing, while only 29% of high school respondents without English degrees felt adequately prepared to teach writing. Most viewed In Service Education more favourably but substantial numbers of respondents still felt inadequately prepared, particularly high school teachers without English degrees. All the high school respondents with English degrees and 91% of elementary respondents felt they were effective teachers of writing, but only 48% of high school respondents without English degrees felt they were effective at teaching writing. An evidence-based intervention was developed, the six-week Write Away programme, which included writing strategy instruction, self-regulation strategies and peer revision. It shared many features with CSRI (Torrance et al., 2007) and SRSD (Harris et al., 2009). Distinctive differences included that it incorporated Boscolo et al.'s (2004) model of peer revision rather than the think alouds used in CSRI, pupils did not create their own self-regulatory statements, pupils did not collaborate during drafting, pupils needed not spend long planning provided they revised their work, the finished essays would be displayed and peer revision continued following the teaching phase. This study was quasi-experimental and used both quantitative and qualitative methods. Participation was offered to large elementary schools which had two P6 (grade 5) pupil-only classes to allow for control and intervention classes. Two schools volunteered. Which pupils were in which condition depended on which teachers delivered the interventions. The control classes in both schools followed an on-going parallel intervention – the Big Writing programme (Wilson, 2012). Both schools were in towns and had similar pupil numbers (Eastfield=390, Westfield =361). The percentage entitled to Free School Meals in P4 to P7 at Eastfield was 11.8%, at Westfield it was 9.9%. The average age of the pupils was 10 years 7 months and numbers of male and female participants were broadly the same. Participation was also offered to all the region’s high schools. Only one responded with the requisite conditions for participation. This school (roll= 544) was in the largest town in the region. The percentage entitled to Free School Meals was 13.8%. The average age of the S2 (grade 8) students was 13 years 6 months and there was a preponderance of female participants. The online survey had shown that intervening with non-English specialists might be beneficial. This was compared with delivery by, or in combination with, English teachers. Social Studies was chosen because of its writing demands. A control and three different intervention conditions were used: English teacher only; Social Studies teacher only; English teacher and Social Studies teacher. Which students were in which condition depended on which teachers delivered the interventions. This was determined by the school, either by self-selection or randomly. Measures at both elementary and high school were the same. Teacher and student questionnaires were administered pre and post-test. Participant students were given written tasks pre and post-test. The length of the written tasks and plans were recorded. The written tasks were assessed by the researcher using a rubric developed by the researcher. There was a post-test focus group of intervention teachers at each level. Implementation fidelity was assessed through teacher logs and lesson observations by the researcher. Descriptive statistics were produced for the pupil/student questionnaires, task and plan word lengths and the written task scores for different elements and overall writing quality. Responses to open questions were categorized into themes and tabulated where possible. The teachers’ responses in the focus groups were collated into themes. Intervention and control writing scores pre and post-test and task and plan word length were analysed using Student’s t-tests. Student questionnaire post-test responses from the different conditions were compared with a theoretical distribution of equal values using the Chi-square test. Effect sizes were calculated for mean pupil/student questionnaire responses, task and plan mean word lengths and written task scores. High school student questionnaire responses at post-test were analysed using the Mann-Whitney test because the students were unlikely to be normally distributed. The Write Away programme led to large positive effect sizes for writing quality at P6 (ES: Eastfield= 2.89, N=25; Westfield = 2.70, N=19) and S2 (ES: Social Studies intervention = 1.37, N= 17; Social Studies and English intervention= 1.20, N=20; English intervention = 0.87, N=21). Effect sizes at P6 were double those of the most successful condition at S2. The Social Studies teacher and elementary intervention teachers felt the intervention improved writing quality and intended to do it again. However, the English specialists did not feel it made an impact and did not like it. The intervention successfully included peer revision of each other’s texts (Boscolo et al., 2004) at both elementary and high school levels in a programme of strategy instruction and self-regulation which resulted in large writing quality improvements. The study showed that high school Non-English specialists could deliver interventions with large effects on writing quality. The Social Studies teacher delivered the intervention with the greatest fidelity, improved writing quality the most and reported an increase in understanding of the subject, especially for more able students. The survey showed a need for In Service and this intervention could be used at upper elementary level and with high school non-English specialists in the appropriate genres. This applies to the UK and USA. Implications for practice, policy and future research are further discussed. This was the first study to investigate writing strategy instruction and self-regulation as part of an evidence-based intervention in Scotland.
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Potter, Kristine. "Impact of incorporating strong reading skills on writing instruction in the primary grades /." Staten Island, N.Y. : [s.n.], 2006. http://library.wagner.edu/theses/education/2006/thesis_edu_2006_potte_impac.pdf.

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Baldwin, Dolly Angela Serreno. "Using journal writing to evoke critical thinking skills of students in teacher education." Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-135741/.

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Lui, Catherine L. "Developing the argumentative writing skills of sixth formers in a HongKong Secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958084.

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