Date of Award/Publication
12-2013
Document Type
Thesis
Degree Name
MS in Literacy Education
Department
Education
First Supervisor
Joellen Maples
Abstract
This study examined critical thinking skill related to composing written text. The student received strategy instruction for critical thinking skills at her instructional level of Bloom‟s cognitive domain. Writing samples before and after strategy instruction were scored according to a rubric and compared. Three themes emerged: the achievement gap between independent and expected skills, the benefit of strategy instruction to improve writing and critical thinking and the impact of student attitude on success. Results imply the importance of classroom culture and purposeful instruction to develop critical thinking skills, the importance of targeting the instructional level when providing intervention, the critical nature of the achievement gap at the secondary level and the importance of providing differentiated instruction in content-driven classrooms.
Recommended Citation
Bibens, Holly, "Struggling Adolescent Writers: The Relationship between Critical Thinking Skills and Creating Written Text" (2013). Education Masters. Paper 342.
https://fisherpub.sjf.edu/education_ETD_masters/342
Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations.