Fall 2017



Degree Name


Primary Advisor/Dissertation Chair

Karen Moroz

Secondary Advisor/Reader One

Stephanie Steen

Peer-Reviewer/Reader Two

Jan Saxhaug


The following research question is investigated in this paper: How does purposeful interaction with teacher feedback impact the writing outcomes of high school students? The literature review explored the topics of writing development, feedback, and motivation and self-efficacy in writing. A mixed methods approach was used to investigate whether purposeful, directed interaction with teacher feedback led to improved outcomes in students’ writing. Participants were a cohort of 36 racially diverse, at-risk students who were behind their grade-level peers in the development of age-appropriate literacy skills in a co-taught intervention English class. The data revealed that teaching students how to interpret and interact with teacher feedback led to improved writing scores and greater student confidence in writing. Limitations, implications, and possible areas of further research are presented.

Research Methodology

Action Research


At-risk Students, Motivation, Writing, Feedback

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