The effect of a traditional, a process writing and a combined talking and writing instructional approach on the quality of secondary English students' written response

The effect of a traditional, a process writing and a combined talking and writing instructional approach on the quality of secondary English students' written response

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The English Language Arts (ELA) curriculum in Manitoba is divided into six areas: reading, writing, listening, speaking, viewing and representing. Those elements are important not only to the language arts, but to all areas of subject learning. Being able to read and write, to interact with ideas an...

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Main Author: Reimer, Mark
Language:en_US
Published: 2007
Online Access:http://hdl.handle.net/1993/2729
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spelling ndltd-LACETR-oai-collectionscanada.gc.ca-MWU.1993-27292014-03-29T03:42:25Z The effect of a traditional, a process writing and a combined talking and writing instructional approach on the quality of secondary English students' written response Reimer, Mark The English Language Arts (ELA) curriculum in Manitoba is divided into six areas: reading, writing, listening, speaking, viewing and representing. Those elements are important not only to the language arts, but to all areas of subject learning. Being able to read and write, to interact with ideas and to effectively communicate responses to those ideas is essential to experiencing success in school. With the importance of written communication being what it is, instructors need to offer opportunities for developing and improving the quality of students' written responses to texts studies. Grade school ELA classes present writing lessons in a variety of ways in efforts to help students clearly present ideas and responses to topics and issues encountered in the classroom and in their communities. Attempting to discover whether different instructional approaches can impact the quality of writing is what this study is about. By examining the effects of (1) a "traditional", teacher-centered approach to instruction, (2) a writing response approach to instruction, and (3) a combination of student talking and writing approach to instruction. (Abstract shortened by UMI.) 2007-07-12T19:43:41Z 2007-07-12T19:43:41Z 2001-08-01T00:00:00Z http://hdl.handle.net/1993/2729 en_US
collection NDLTD
language en_US
sources NDLTD
description The English Language Arts (ELA) curriculum in Manitoba is divided into six areas: reading, writing, listening, speaking, viewing and representing. Those elements are important not only to the language arts, but to all areas of subject learning. Being able to read and write, to interact with ideas and to effectively communicate responses to those ideas is essential to experiencing success in school. With the importance of written communication being what it is, instructors need to offer opportunities for developing and improving the quality of students' written responses to texts studies. Grade school ELA classes present writing lessons in a variety of ways in efforts to help students clearly present ideas and responses to topics and issues encountered in the classroom and in their communities. Attempting to discover whether different instructional approaches can impact the quality of writing is what this study is about. By examining the effects of (1) a "traditional", teacher-centered approach to instruction, (2) a writing response approach to instruction, and (3) a combination of student talking and writing approach to instruction. (Abstract shortened by UMI.)
author Reimer, Mark
spellingShingle Reimer, Mark
The effect of a traditional, a process writing and a combined talking and writing instructional approach on the quality of secondary English students' written response
author_facet Reimer, Mark
author_sort Reimer, Mark
title The effect of a traditional, a process writing and a combined talking and writing instructional approach on the quality of secondary English students' written response
title_short The effect of a traditional, a process writing and a combined talking and writing instructional approach on the quality of secondary English students' written response
title_full The effect of a traditional, a process writing and a combined talking and writing instructional approach on the quality of secondary English students' written response
title_fullStr The effect of a traditional, a process writing and a combined talking and writing instructional approach on the quality of secondary English students' written response
title_full_unstemmed The effect of a traditional, a process writing and a combined talking and writing instructional approach on the quality of secondary English students' written response
title_sort effect of a traditional, a process writing and a combined talking and writing instructional approach on the quality of secondary english students' written response
publishDate 2007
url http://hdl.handle.net/1993/2729
work_keys_str_mv AT reimermark theeffectofatraditionalaprocesswritingandacombinedtalkingandwritinginstructionalapproachonthequalityofsecondaryenglishstudentswrittenresponse
AT reimermark effectofatraditionalaprocesswritingandacombinedtalkingandwritinginstructionalapproachonthequalityofsecondaryenglishstudentswrittenresponse
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