Scaffolding Student Writing

Authors

  • Elaine A. Price Chignecto Central Regional School Board, Truro, Nova Scotia
  • Mary Jane Harkins Faculty of Education at Mount Saint Vincent University in Literacy Education and Curriculum Studies

DOI:

https://doi.org/10.20360/G2C88P

Keywords:

writing, student writing, book-reponse writing, teacher tools

Abstract

Improvement of student writing continues to be a focus for teachers.  An effective approach to scaffolding student writing is through the utilization of researched-based tools and strategies.  This study examined the effectiveness of teacher-prepared criteria/information handouts to the use of a teacher-adapted graphic organizer for improvement of student book-response writing.  Through a student-completed survey generalization, or environmental change, was also investigated.  Evidence supports generalization, and findings indicate significant increases within student book-response writing for the number of areas included for analysis, number of points made, and number of supporting points.  Implications for students, teachers, and future research are considered.

Author Biographies

Elaine A. Price, Chignecto Central Regional School Board, Truro, Nova Scotia

Elaine A. Price is a grade seven English Language Arts teacher with the Chignecto Central Regional School Board, Truro, Nova Scotia.  As a life-long learner, her C.V. includes a Master of Education and a Master of Arts in Education, with a thesis.  Elaine can be contacted at

pricee@ccrsb.ca.

Mary Jane Harkins, Faculty of Education at Mount Saint Vincent University in Literacy Education and Curriculum Studies

Mary Jane Harkins teaches in the Faculty of Education at Mount Saint Vincent University in Literacy Education and Curriculum Studies.  Her research interests include inclusive education, struggling readers and writers and Indigenous studies.  Mary Jane can be contacted at maryjane.harkins@msvu.ca.

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Published

2011-05-03

How to Cite

Price, E. A., & Harkins, M. J. (2011). Scaffolding Student Writing. Language and Literacy, 13(1), 14–38. https://doi.org/10.20360/G2C88P

Issue

Vol. 13 No. 1 (2011)

Section

Articles

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