Teaching Academic Writing to High School English Language Learners Using a Genre Based Pedagogy
Item
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Title
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Teaching Academic Writing to High School English Language Learners Using a Genre Based Pedagogy
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Creator
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Lory Cruz-Esquivel
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Degree Name
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Master of Science in Education: Curriculum and Instruction
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Project Type
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Professional Project
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Date
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6/17/2023
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Abstract
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Analyzing a text, identifying key ideas, and connecting ideas with transitions… These are just a few of the writing tasks students are given that without the proper support can be difficult to achieve. Many students including English Language Learners (ELLs) experience a lack of access to mastering the kinds of academic language needed to succeed in and out of the classroom. This professional project set out to investigate the effectiveness of an instructional guide created in response to the academic writing needs of ELLs. The instructional guide was implemented in a stand alone high school English Language Development classroom over the course of 10 weeks. Throughout the instructional period, students engaged in academic writing tasks using a genre based approach to demystify the genre features of informative texts in order to create their own informative magazine article. Results from the implementation were used to inform not only the instructional development of the guide, but also to voice and advocate for access to meaningful writing instruction that is culturally and linguistically responsive to ELLs.
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Committee Member
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Joshua Schulze
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Maria Dantas-Whitney
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Amy Bowden
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License
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CC-BY-NC (attribution, non-commercial)
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Language
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sgn-US
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eng
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Type
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Text
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Image;StillImage
