Writing at the Elementary Level: What English Learners are Expected to Write and How They Are Graded
Term
Fall 12-11-2014
Capstone
Thesis
Degree Name
MAESL
Primary Advisor/Dissertation Chair
Bonnie Swierzbin
Secondary Advisor/Reader One
Julia Reimer
Peer-Reviewer/Reader Two
Erin Loughran
Abstract
This study sought to discover what writing English Learners were expected to produce in their mainstream classrooms and how those assignments were graded. Writing assignments from three third grade classrooms were collected and analyzed to discover what genres, language forms, and structures students were expected to produce. The results of the analysis found that the majority of the writing assignments fell under the genre of responses with the specific purpose of students responding to books read in class. The results also show that the assignment instructions focused mainly on what specific content students needed to include and much less on the language structures needed in order to complete the assignments.
Keywords
ESL/ ELLs, Writing, Elementary grades
Recommended Citation
Kaster, Rachel Lynn, "Writing at the Elementary Level: What English Learners are Expected to Write and How They Are Graded" (2014). School of Education and Leadership Student Capstone Theses and Dissertations. 67.
https://digitalcommons.hamline.edu/hse_all/67