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
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.
Recommended Citation
Hahn, Christopher, "Using extensive feedback to improve writing skills within a social studies context" (2008). Theses and Dissertations. 700.
https://rdw.rowan.edu/etd/700
