The purpose of this study was to explore the impact of a writing workshop with a goal setting intervention on writing quality, quantity and self-efficacy. Students in Treatment 1 used the writing workshop process and received a teacher-supported goal setting intervention in the self-edit step of the writing process consistent with the Self-Regulated Strategy Development approach. Students in Treatment 2 received only writing workshop instruction and a generic checklist in the self-edit step. Students in the Comparator group received business-as-usual writing instruction in their language arts/social studies block. Writing measures document quality of writing through a holistic scale, quantity of writing through word counts, and the quantity of writing through parsable units. The Writer Self-Perception Scale, or WSPS, measured students' self-efficacy in writing for the Treatment 1 and Treatment 2 groups. This study expands on existing research that explores strategy interventions in writing workshops to increase student achievement in writing.
| Identifer | oai:union.ndltd.org:uoregon.edu/oai:scholarsbank.uoregon.edu:1794/13296 |
| Date | 03 October 2013 |
| Creators | Silver, Marisa |
| Contributors | Tindal, Gerald |
| Publisher | University of Oregon |
| Source Sets | University of Oregon |
| Language | en_US |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Rights | All Rights Reserved. |
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