Restricted Access Thesis
The research question addressed is: How do scaffolded writing approaches affect elementary ELs' use of academic function words? The motivating factor for this capstone was the common struggle that students have with the language domain of writing as demonstrated by the results of the ACCESS test. The research instruction supported the students through scaffolds of sentence frames, academic conversations, graphic organizers and student writing conferences. The researcher documents the students' use of these supports and the effect on their writing. Finally, the researcher reports the effectiveness of these supports in students' acquisition of academic function words and phrases while writing three different cause and effect paragraphs about different aspects of water in science.
Scheumann, Julianna J, "How scaffolded writing affects elementary ELS' use of academic function words" (2013). School of Education Student Capstone Theses and Dissertations. 536.