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.

Committee Chair

Madden, James

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