Term
Spring 2018
Capstone
Thesis
Degree Name
MAESL
Primary Advisor/Dissertation Chair
Susan Manikowski
Secondary Advisor/Reader One
Malin Kerwin
Peer-Reviewer/Reader Two
Abigail Klein
Abstract
This paper seeks to answer the question, how can grammar instruction embedded into Writer’s Workshop help both ELs and non-ELs meet the Common Core State Standards for language conventions? Using a Functional Linguistic Model, the author designed Writing Workshop grammar lessons based on three Language Conventions from the Common Core State Standards, using adverbs, creating compound sentences, and forming contractions. The author then taught these conventions through the workshop model and analyzed the use of these structures before and after the teaching through the use a rubric score of the pretest and test. The study included a mixed method approach, using both quantitative and qualitative data. The results, implications and potential next steps are then discussed.
Research Methodology
Student writing samples
Keywords
ESL/ ELLs, Writing, Writer’s Workshop, Grammar Instruction
Recommended Citation
Marincel, Lucia, "How Can Embedded Grammar Instruction Support Student Writing?" (2018). School of Education and Leadership Student Capstone Theses and Dissertations. 4414.
https://digitalcommons.hamline.edu/hse_all/4414