Location

CSU 253

Start Date

21-4-2014 10:00 AM

End Date

21-4-2014 11:00 AM

Student's Major

Psychology

Student's College

Social and Behavioral Sciences

Mentor's Name

Carlos Panahon

Mentor's Email Address

carlos.panahon@mnsu.edu

Mentor's Department

Psychology

Mentor's College

Social and Behavioral Sciences

Second Mentor's Name

Samantha Steinman

Second Mentor's Department

Psychology

Second Mentor's College

Social and Behavioral Sciences

Description

Writing has been specifically identified as a neglected skill within the core academic areas for elementary aged students (National Commission on Writing, 2013). Therefore, there is a need for researchers to focus on interventions that will improve students’ writing skills. Unfortunately, limited research exists with regards to interventions that have proven to increase academic productivity in the area of writing. Panahon, Hilt-Panahon, and Arbolino (2012) found that when students were given a choice of story starters, students wrote more words as opposed to when they were provided only one story starter. The current study looked to further examine the use of a choice intervention on writing by comparing the performance of male and female students. Participants were randomly assigned to either the choice or no choice groups and administered curriculum-based writing probes on a weekly basis. Participants assigned to the choice group were presented two writing prompts at the beginning of each session and chose which they preferred to write about for the day. Participants assigned to the no choice group were provided one writing prompt. The total words written by both males and females were compared in both conditions to investigate any potential gender differences. Implications of the findings will be discussed.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

Share

COinS
 
Apr 21st, 10:00 AM Apr 21st, 11:00 AM

Using Choice as a Writing Intervention to Investigate Gender Differences

CSU 253

Writing has been specifically identified as a neglected skill within the core academic areas for elementary aged students (National Commission on Writing, 2013). Therefore, there is a need for researchers to focus on interventions that will improve students’ writing skills. Unfortunately, limited research exists with regards to interventions that have proven to increase academic productivity in the area of writing. Panahon, Hilt-Panahon, and Arbolino (2012) found that when students were given a choice of story starters, students wrote more words as opposed to when they were provided only one story starter. The current study looked to further examine the use of a choice intervention on writing by comparing the performance of male and female students. Participants were randomly assigned to either the choice or no choice groups and administered curriculum-based writing probes on a weekly basis. Participants assigned to the choice group were presented two writing prompts at the beginning of each session and chose which they preferred to write about for the day. Participants assigned to the no choice group were provided one writing prompt. The total words written by both males and females were compared in both conditions to investigate any potential gender differences. Implications of the findings will be discussed.

Recommended Citation

Nohelty, Nicole. "Using Choice as a Writing Intervention to Investigate Gender Differences." Undergraduate Research Symposium, Mankato, MN, April 21, 2014.
http://cornerstone.lib.mnsu.edu/urs/2014/oral_session_03/3

 

To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.