Identifier
etd-07102015-201159
Degree
Master of Natural Sciences (MNS)
Department
Natural Sciences (Interdepartmental Program)
Document Type
Thesis
Abstract
This study sought a time-efficient way to implement writing in ninth-grade Geometry. Students wrote responses to five expository writing prompts spread out over the spring semester of the 2014-2015 school year. Students’ first attempts were graded and returned to them along with feedback in the form of a teacher-written exemplar. Students rewrote assignments to improve their grades. All first and second attempts were collected and evaluated. We found that students were more successful after seeing the exemplar. Moreover, on assignments occurring later in the semester, more students were able to score in the top categories of the writing assignments on their first attempts. This suggests that students were not only able to improve their performance within attempts of the same assignment, but they were also able to improve their performance between assignments.
Date
2015
Document Availability at the Time of Submission
Release the entire work immediately for access worldwide.
Recommended Citation
Rome, Amy Lynn, "Writing in the Geometry Classroom" (2015). LSU Master's Theses. 1625.
https://repository.lsu.edu/gradschool_theses/1625
Committee Chair
Madden, James
DOI
10.31390/gradschool_theses.1625