東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Increased Extended Writing Opportunities: Impacts on Word Count Produced for Writing Assessments.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Increased Extended Writing Opportunities: Impacts on Word Count Produced for Writing Assessments./
作者:	Nikodemski, Corryn.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
面頁冊數:	97 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
Contained By:	Dissertations Abstracts International83-11A.
標題:	Language arts. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29060221
ISBN:	9798426839632

Increased Extended Writing Opportunities: Impacts on Word Count Produced for Writing Assessments.
Nikodemski, Corryn.

Increased Extended Writing Opportunities: Impacts on Word Count Produced for Writing Assessments. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 97 p.

Source: Dissertations Abstracts International, Volume: 83-11, Section: A.

Thesis (Ed.D.)--Wilmington University (Delaware), 2022.

This item must not be sold to any third party vendors.

Writing serves many purposes, personal to professional, and, in concert with other literacy skills, can be a protective factor against poverty. Nevertheless, inadequate writing instruction continues to be a problem in schools nationwide. One way to improve writing is to get students to write more. The dissertation in practice aimed to determine what factors influence secondary students' abilities to write extended writing pieces and what effects increased opportunities to write during the school day would have on students' abilities to write comprehensive responses for writing assessments. Even when prompts are designed to elicit lengthier writing, teachers cannot implement research-based best practices for writing instruction if students do not produce adequate drafts in response to the prompts. Thus, students were provided nine additional opportunities to write extended written responses throughout a semester course. Total word count was analyzed to determine if students who wrote more frequently could write more words on a post-assessment prompt than a pre-assessment prompt. Data indicated that increasing the time spent writing extended responses improved the number of words written for writing assessments. In addition, data suggest that providing students with additional opportunities to write extended responses could be beneficial in closing achievement gaps for struggling writers, especially for English learners.

ISBN: 9798426839632Subjects--Topical Terms:

532624
Language arts.
Subjects--Index Terms:

Achievement gap

Increased Extended Writing Opportunities: Impacts on Word Count Produced for Writing Assessments.
LDR:02618nmm a2200361 4500 001 2350068
005 20221020123847.5
008 241004s2022 ||||||||||||||||| ||eng d
020 $a 9798426839632
035 $a (MiAaPQ)AAI29060221
035 $a AAI29060221
040 $a MiAaPQ $c MiAaPQ
100 1 $a Nikodemski, Corryn. $3 3689514
245 1 0 $a Increased Extended Writing Opportunities: Impacts on Word Count Produced for Writing Assessments.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2022
300 $a 97 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
500 $a Advisor: Nacrelli, Cathy S.
502 $a Thesis (Ed.D.)--Wilmington University (Delaware), 2022.
506 $a This item must not be sold to any third party vendors.
520 $a Writing serves many purposes, personal to professional, and, in concert with other literacy skills, can be a protective factor against poverty. Nevertheless, inadequate writing instruction continues to be a problem in schools nationwide. One way to improve writing is to get students to write more. The dissertation in practice aimed to determine what factors influence secondary students' abilities to write extended writing pieces and what effects increased opportunities to write during the school day would have on students' abilities to write comprehensive responses for writing assessments. Even when prompts are designed to elicit lengthier writing, teachers cannot implement research-based best practices for writing instruction if students do not produce adequate drafts in response to the prompts. Thus, students were provided nine additional opportunities to write extended written responses throughout a semester course. Total word count was analyzed to determine if students who wrote more frequently could write more words on a post-assessment prompt than a pre-assessment prompt. Data indicated that increasing the time spent writing extended responses improved the number of words written for writing assessments. In addition, data suggest that providing students with additional opportunities to write extended responses could be beneficial in closing achievement gaps for struggling writers, especially for English learners.
590 $a School code: 1517.
650 4 $a Language arts. $3 532624
650 4 $a English as a second language. $3 516208
653 $a Achievement gap
653 $a English learners
653 $a Extended writing
653 $a Total word count
653 $a Writing instruction
690 $a 0279
690 $a 0441
710 2 $a Wilmington University (Delaware). $b College of Education. $3 1675805
773 0 $t Dissertations Abstracts International $g 83-11A.
790 $a 1517
791 $a Ed.D.
792 $a 2022
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29060221