ERIC Number: ED667834
Record Type: Non-Journal
Publication Date: 2021
Pages: 140
Abstractor: As Provided
ISBN: 979-8-5355-1266-2
ISSN: N/A
EISSN: N/A
Available Date: 0000-00-00
Examining the Use of Linear Outlines to Support Student Writing
Dina Zoleo
ProQuest LLC, Ph.D. Dissertation, St. John's University (New York)
Writing places heavy demands on students' cognitive capacity. Existing research suggests that planning before writing can help to alleviate this cognitive burden; thus improving the quality of student writing. In this explanatory sequential mixed-methods study, the researcher examined the efficacy of specific pre-planning tools on students' paragraph writing by assessing the pre-and post-writing assessment scores of students who were assigned to three different conditions- a group who planned their paragraph by using a Single-Paragraph Outline (SPO), which is a linear outline, a group that planned their paragraph by using a concept map, and a group that did not plan their paragraph with a specific planning tool. Through post-assessment questionnaires and semi-structured interviews, the researcher gained insights into students' perceptions of the writing tools. Based on the statistical analysis of the pre-and post-assessment scores, students who planned their writing with an SPO outperformed students who planned with a concept map and students who did not use a planning tool. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]
Descriptors: Writing Instruction, Writing Processes, Writing Strategies, Paragraph Composition, Visual Aids, Concept Mapping, Cognitive Processes, Difficulty Level, Planning, Flow Charts, Writing Achievement
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
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