Graduate Project Title
Instructional Writing Strategies for the Secondary Teacher: A Handbook to Guide Content Area Teachers Implementing Writing into Curriculum
Date of Degree Completion
Master of Education (MEd)
Don B. Woodcock
Second Committee Member
Third Committee Member
Bobby Jean Cummings
Secondary teachers are concerned that their students are having difficulties learning and retaining difficult concepts present in secondary curricula. Additionally, students may not be learning the content at a deep enough knowledge level to pass stringent high-stakes standardized tests required for graduation in the state of Washington. For students to succeed in the competitive global economy they must become self-monitoring critical thinkers. Research supports the use of writing-to-learn and content area writing strategies to facilitate metacognition and boost student learning. This project reviews the research in writing and metacognition, synthesizes the findings, and applies the results in a series of professional development sessions geared toward guiding secondary teachers in implementing writing in their classrooms to improve student learning.
Thompson, Cathy S., "Instructional Writing Strategies for the Secondary Teacher: A Handbook to Guide Content Area Teachers Implementing Writing into Curriculum" (2006). All Graduate Projects. 906.
Curriculum and Instruction Commons, Language and Literacy Education Commons, Secondary Education Commons