Fall 2017


Capstone Project

Degree Name



Susan Manikowski


The research question addressed by this project is: how can teachers embed self-regulation strategies into their writing curriculum for students who struggle to write independently? This project documents the author’s attempt at merging genre-based pedagogy borrowed from Systemic Functional Linguistics with Rebeca Oxford’s Strategic Self-Regulation (S2R) model of learning. The resulting instructional unit, developed with the guidance of Wiggin’s and McTighe’s Understanding by Design framework, teaches secondary students how to write in the genre of persuasion. Additionally, it systematically engages students with opportunities to practice cognitive, affective, and sociocultural-interactive strategies that researchers have found to be characteristic behaviors of effective language learners. The unit includes a unit overview with identified learning goals, a description of formative and summative assessments to be used as evidence of student learning, and a learning plan. It also includes detailed lesson plans for five lessons indented to be spread over a period of 22 days, and a summative assessment.

Project Type



Curriculum, ESL/ ELLs, Writing

Included in

Education Commons