Search

This multiple case study investigated how the Common Core State Standards (CCSS) for writing and teacher evaluation system based in part on CCSS assessments might be influencing writing instruction in elementary schools. The sample included nine schools: Six achieved above-predicted performance on English Language Arts (ELA) as well as prior ELA assessments (called "odds-beating"), and three demographically similar schools that achieved predicted outcomes on the same assessments (called "typically performing"). Interview and focus group transcripts (N = 30), classroom observations (N = 24), and documentary data were collected and analyzed. Findings from this study revealed that teachers in the majority of schools were using evidence based practices such as peer collaboration, prewriting/planning/drafting, using rubrics, and writing to learn. They focused on comparison/contrast and writing based on research tasks. Teachers shared a generally positive view of the CCSS for writing. However, typically performing school teachers expressed a more negative view regarding the paucity of emphasis on creative writing in the CCSS. The study offers considerations regarding aligning CCSS instruction to evidence based practice highlighted in the research and providing teachers with guidance on scaffolding writing in an effort to develop engaged, motivated, and independent young writers.

This study examined the nature and frequency of error in high school native English speaker (L1) and English learner (L2) writing. Four main research questions were addressed: Are there significant differences in students' error rates in English language arts (ELA) and social studies? Do the most common errors made by students differ in ELA and social studies? Are there significant differences in the error rates between L1 and L2 students in ELA? Do L1 and L2 students differ in how frequently they make the most common errors in ELA? Written work of 10th and 12th grade students in five states was collected. The sample included 178 essays (120 in ELA and 58 in social studies) from 67 students (33 10th graders and 34 12th graders; 49 native English speaking students and 18 English learners). Results indicate that there were significant differences in the frequencies of errors between ELA and social studies, with higher error rates in social studies. In addition, L2 writers had significantly higher error rates than L1 writers in ELA. Aside from a few types of errors (spelling, capitalization, and some punctuation errors), most types of errors appear relatively infrequently in school-sponsored writing. Moreover, the eight most common errors accounted for a little more than half of all errors, and these did not differ significantly between ELA and social studies writing or between L1 and L2 writers.