Effects of structured writing strategies in the high school history classroom
Social Studies Research and Practice
ISSN: 1933-5415
Article publication date: 11 March 2022
Issue publication date: 24 August 2022
Abstract
Purpose
This action research explored the use of structured writing formats including writing frames and writing guides to improve high school student historical writing.
Design/methodology/approach
Collected data involved the result of a pre-test and post-test comparing writing scores of students before and after the intervention, students' survey and co-teacher's interview.
Findings
The findings indicated that the intervention of writing frames and writing guides had a positive effect on student writing performances. Discussions and implications for further studies were also included.
Originality/value
The findings informed the teacher that general writing skills could be applied across the curriculum.
Keywords
Citation
Bennett, E., Vu, P. and Vu, L. (2022), "Effects of structured writing strategies in the high school history classroom", Social Studies Research and Practice, Vol. 17 No. 2, pp. 210-217. https://doi.org/10.1108/SSRP-12-2021-0032
Publisher
:Emerald Publishing Limited
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