Capstone/Dissertation Title

A study of student metacognition regarding writing in the secondary social studies





Degree Name



In response to the emphasis on Writing Across the Curriculum in the author's workplace, she wanted to improve her instruction of writing in the social studies. The research question addressed is, what do students think about when writing in a social studies class, and how the author can use their thoughts to improve writing instruction in the social studies. Key influences included former and present students, a colleague from the English department and authors such as Ediger, Wilson, Livingston, etc. A survey was used to gather qualitative and quantitative data regarding 78 tenth grade students' thoughts about writing in the social studies. The data addresses the following topics: 1) why students value writing 2) students' trouble spots in writing (3) students' suggestions for improvement in instruction (4) suggestions for improvement of writing instruction in the social studies as a result of this study.

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