Date Approved

6-30-2003

Embargo Period

5-4-2016

Document Type

Thesis

Degree Name

M.S. in Teaching

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Robinson, Randall

Subject(s)

English language--Composition and exercises; Second grade (Education)

Disciplines

Elementary Education and Teaching

Abstract

The purposes of this study were to (a) evaluate the effects of a student-generated instructional rubric on second grade students' (n = 21) abilities to write personal stories and their understanding of the qualities of good writing; and (b) assess student metacognitive behavior resulting from the use of a rubric. Student writing assignments prior to and after rubric instruction were assessed in order to determine the effects of rubrics in improving writing skills. Student interactions and behaviors were observed and noted in order to determine metacognitive performance. A questionnaire gauged student impressions, management, and application of a rubric while writing a personal story. Analyses revealed that the students' writing skills and metacognitive behaviors significantly improved as a result using student-generated instructional rubrics as a tool for teaching how to write a personal story.

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