Abstract

After conducting research among high school students, reading about suggested teaching practices, and reflecting on her own experience, the author determined that teachers should find ways to shift their focus from creating good essays in the classroom to developing strong writers by helping students take responsibility for and ownership of their writing. This thesis explores the relationship between students’ confidence and their approach to writing and determines what strategies teachers can employ, particularly in terms of feedback and evaluation, to build students’ confidence and help them become more comfortable engaging in the writing process. Moreover, this thesis adapts proven effective teaching practices in the secondary language arts classroom and applies them to a personalized plan for teaching writing.

Semester/Year of Award

Spring 5-11-2015

Mentor

Gill Hunter

Department/Professional Affiliation

English and Theatre

Access Options

Restricted Access Thesis

Degree Name

Honors Scholars

Department

English and Theatre

IRB Approval Number (if applicable)

15-084

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