Date of Award

12-2017

Culminating Project Type

Thesis

Degree Name

English: English Studies: M.A.

Department

English

College

College of Liberal Arts

First Advisor

Judith Kilborn

Second Advisor

Carol Mohrbacher

Third Advisor

Renee Strom

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Abstract

Within the past ten years, the poor condition of writing in American high schools has been lamented in the media and academic studies. Those studies tend to focus on student writing results, student-reported opinions and attitudes, and college professor anecdotal evidence and typically leave out the voices of Minnesota’s teachers. This study examines the opinions, attitudes, and practices of English/Language Arts teachers in Minnesota.

The literature review provides background information on national test scores, writing modes, instructional practices, and issues found in writing instruction. The methodology reflects data collection techniques on the key areas of modes and types of writing done, the frequency of writing completed, and what was creating barriers to writing instruction. The findings include discussion of both qualitative and quantitative measures in each of those areas. Finally, suggestions to address issues raised in the findings section are given at teacher, school, professional organization, and governmental levels.

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