Research Commons
      • Browse 
        • Communities & Collections
        • Titles
        • Authors
        • By Issue Date
        • Subjects
        • Types
        • Series
      • Help 
        • About
        • Collection Policy
        • OA Mandate Guidelines
        • Guidelines FAQ
        • Contact Us
      • My Account 
        • Sign In
        • Register
      View Item 
      •   Research Commons
      • University of Waikato Theses
      • Masters Degree Theses
      • View Item
      •   Research Commons
      • University of Waikato Theses
      • Masters Degree Theses
      • View Item
      JavaScript is disabled for your browser. Some features of this site may not work without it.

      Supporting student growth in syntactical fluency as writers: A paired learning approach

      Barrett, Sally Jane
      Thumbnail
      Files
      thesis.pdf
      1.428Mb
      Citation
      Export citation
      Barrett, S. J. (2013). Supporting student growth in syntactical fluency as writers: A paired learning approach (Thesis, Master of Education (MEd)). University of Waikato, Hamilton, New Zealand. Retrieved from https://hdl.handle.net/10289/7846
      Permanent Research Commons link: https://hdl.handle.net/10289/7846
      Abstract
      The widespread belief that the traditional teaching of grammar is ineffective in enhancing student writing has contributed to a reduction in the teaching of formal grammar in the New Zealand English curriculum. At the same time and perhaps as a consequence students have little understanding about how language functions and what is needed to communicate effectively in writing. There has been widespread debate about the role grammar might play in enhancing writing effectiveness. This thesis will present the results of an intervention-centred inquiry involving the introduction of syntax in the context of teaching writing. The purpose of the research was to examine whether the teaching of syntactical concepts and structures at point of need enhanced students' writing, and how pairs, writing their stories alongside each other, might be utilised to provide productive, formative feedback. Pre- and post-intervention writing was collected as well as a questionnaire and attitudinal survey data on grammatical knowledge and writing confidence. Students subsequently worked on writing a narrative utilising the grammatical features taught during class activities. Over an eight-week period, teacher interventions included 'incidental' grammar lessons, inductive lessons where students were guided to notice grammatical patterns, conferencing together over problems, and mini-lessons that involved applying a strategy in the writing pairs. The results indicate significant improvement in areas of fluency and syntactical sophistication.
      Date
      2013
      Type
      Thesis
      Degree Name
      Master of Education (MEd)
      Supervisors
      Locke, Terry
      Publisher
      University of Waikato
      Rights
      All items in Research Commons are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated.
      Collections
      • Masters Degree Theses [2385]
      Show full item record  

      Usage

      Downloads, last 12 months
      66
       
       

      Usage Statistics

      For this itemFor all of Research Commons

      The University of Waikato - Te Whare Wānanga o WaikatoFeedback and RequestsCopyright and Legal Statement