Date Approved

6-23-2008

Embargo Period

3-21-2016

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)

Composition (Language arts); Social sciences--Study and teaching (Elementary)

Disciplines

Junior High, Intermediate, Middle School Education and Teaching

Abstract

The purpose of this study was to determine what kind of impact extensive feedback had on eighth grade students within a social studies context. The researcher used best practice feedback techniques gleaned from research to assist all his students in improving content knowledge, mechanics and rhetorical skills. From the body of all student work, the writing of five students of varying abilities was examined in detail to determine the effect of feedback on student writing skills. Examination of subsequent student drafts and assignments from these five students and questionnaires from all students revealed that while feedback did play a role in improving student writing, particularly in the realm of content knowledge, the main reason student writing improved was due to improvement in writing assignment quality as the teacher gained experience with crafting writing tasks.

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