Term
Spring 2020
Capstone
Capstone Project
Degree Name
MAT
Facilitator(s)
Jennifer Carlson & Kelly Killorn
Content Expert
Julie Pokaski
Abstract
The process approach to writing instruction has become widely used; however, writing assessment practices that emphasize summative feedback may not utilize the strengths of the process approach to instruction. This capstone project answers the question: How can writing instruction and assessment practices be used to create an effective and efficient writing curriculum? The result of the research shows that the instruction methods of specific writing strategies, mentor text analysis, collaborative writing, and sentence combination can be effectively integrated. Research-informed curricula were developed with an emphasis on student-centered formative assessment practices such as writing conferences and peer/self-assessment. These practices effectively support instruction and make efficient use of teacher’s time by integrating assessment into the instructional period. Keywords: process approach, writing instruction, writing assessment, formative assessment,
Keywords
Curriculum, Literacy, Reading, Reflective Practice, Teachers/ Teaching, Writing, Writer’s Workshop
Recommended Citation
Koehler, Adam, "Using the Process Approach to Create an Effective and Efficient Secondary Writing Curriculum for Students and Teachers" (2020). School of Education and Leadership Student Capstone Projects. 456.
https://digitalcommons.hamline.edu/hse_cp/456
Type
text
Publisher
Hamline University
Format
application/pdf
Source
School of Education Student Capstone Theses and Dissertations at Hamline University