Date of Award

4-1997

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Graduate Education

First Advisor

Lorna J. Van Gilst

Abstract

The purpose of this study was to compare the relative effectiveness of teacher-controlled response groups on student writing performance with the relative effectiveness of student-controlled response groups on student writing performance. In the study, two eighth grade language arts classes, one with twenty-four students and the other with twenty-three, participated in a nine-week long writing exercise. Although the study indicated a similar degree of improvement between teacher-talk and student-talk response groups, both types of response groups appear to have their rightful place in the writing process. Students from both sections did show improvement in their writing proficiency. Moreover, both sections created mini-writing communities that encourage each other to write.

Comments

Action Research Report Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education

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