Effects of structured writing strategies in the high school history classroom

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.

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