How the explicit teaching of writing strategies affects English language learner's ability to develop ideas in writing
The research question addressed in this project was, in what ways will the explicit teaching of writing strategies result in ELLs' ability to develop an idea in writing as demonstrated through writing journals? The motivating factor for this capstone was a group fourth grade English Language learners (ELLs) inability to perform academic writing tasks. This capstone project takes two writing strategies student use of graphic organizers (G.O.s) and developing vocabulary banks and explicitly teaches 4 students how to use the strategies to develop an idea in writing. It then documents results through applying an adapted writing rubric based on the 6 + 1 writing trait of idea development. The author concluded that ELL students writing showed some improvement but found that students needed an extended amount of time to practice a strategy in order to be able to effectively implement it.
Jamar-Doty, Alison, "How the explicit teaching of writing strategies affects English language learner's ability to develop ideas in writing" (2009). School of Education Student Capstone Theses and Dissertations. 2195.
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