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 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...

Full description

Bibliographic Details
Main Author:	Reimer, Mark
Format:	Others
Language:	en en_US
Published:	2007
Online Access:	http://hdl.handle.net/1993/2729

id	ndltd-LACETR-oai-collectionscanada.gc.ca-MWU.anitoba.ca-dspace#1993-2729
record_format	oai_dc
spelling	ndltd-LACETR-oai-collectionscanada.gc.ca-MWU.anitoba.ca-dspace#1993-27292013-01-11T13:31:12ZReimer, Mark2007-07-12T19:43:41Z2007-07-12T19:43:41Z2001-08-01T00:00:00Zhttp://hdl.handle.net/1993/2729The 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.)5785482 bytes184 bytesapplication/pdftext/plainenen_USThe effect of a traditional, a process writing and a combined talking and writing instructional approach on the quality of secondary English students' written responseEducational Administration, Foundations and PsychologyM.Ed.
collection	NDLTD
language	en en_US
format	Others
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
_version_	1716575042495578112

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

Similar Items