Graduate Program

Curriculum and Instruction

Degree Name

Master of Science in Education (MSEd)

Semester of Degree Completion

Fall 2020

Thesis Director

John H. Bickford III

Thesis Committee Member

Tim N. Taylor

Thesis Committee Member

Daniel J. Carter

Abstract

A narrative continuation is designed to assess a student’s ability to comprehend a text selection and use their own creativity to redesign the text’s conclusion. This study took a narrative continuation writing assessment and analyzed the process which 41 sixth grade students followed, specifically looking at the prewriting and revision procedures. The goal was to determine if the supports and resources provided were effective for the type of writing and student population. Throughout the process, students’ behaviors which indicated motivation levels were noted (participation in discussions, level of focus, attentiveness, and amount of redirection required). Student work was then reviewed and assessed with an emphasis being placed on the quality and quantity of textual evidence included, grammar components and motion within the plot. The findings indicated that personal motivation does have an impact on the final product. Findings suggest that a similar process could be applied towards other writing genres, but the application of structured pre-writing discussions and modeling of the independent and peer revision process is necessary for student success.

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