Date Approved

7-27-2004

Embargo Period

4-25-2016

Document Type

Thesis

Degree Name

M.S. in Teaching

Department

Language, Literacy, and Sociocultural Education

College

College of Education

First Advisor

Jorgensen, Donna W.

Subject(s)

English language--Composition and exercises--Study and teaching (Middle school)

Disciplines

Junior High, Intermediate, Middle School Education and Teaching

Abstract

The purpose of this research project was to examine the relationship between Let Me Learn and process writing. Christine A. Johnston's Let Me Learn Inventory was administered to a middle school class of 27 students, and 8 students were selected with use-first learning patterns in each of the four learning pattern categories. Once the 8 students were selected, the students participated in interviews with questions regarding their learning patterns and writing process style. The researcher then collected three writing samples from each student as well as a novel project. Upon completion of the data collection, the writing samples were analyzed according to the following six criteria: prewriting strategies, length, word choice, neatness, organization, and editing. In addition the recordings of the interviews were transcribed and the researcher analyzed the interview in order to assess whether the students responses matched with their learning patterns. The implications of the learning patterns and writing process manifestations were discussed and areas of further researcher were offered.

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