When to Best Apply Peer Response Activities to the Writing Process in the High School Classroom
| dc.contributor.advisor | Fox, Stephen L. | |
| dc.contributor.author | Costello, Ryan James | |
| dc.date | 2009 | en_US |
| dc.date.accessioned | 2009-09-30T17:53:39Z | |
| dc.date.available | 2009-09-30T17:53:39Z | |
| dc.date.issued | 2009-09-30T17:53:39Z | |
| dc.degree.discipline | Department of English | en |
| dc.degree.grantor | Indiana University | en_US |
| dc.degree.level | M.A. | en_US |
| dc.description | Indiana University-Purdue University Indianapolis (IUPUI) | en_US |
| dc.description.abstract | This study explored how to best incorporate peer response activities into the high school classroom. Three honors 10th grade classes completed peer response activities at different places in the research paper writing process, modeling Elbow and Belanoff's "bones, muscles, and skin" analogy. Surveys and final draft grades were used to evaulate where and how peer response can have the most benefit. | en_US |
| dc.identifier.uri | https://hdl.handle.net/1805/1945 | |
| dc.identifier.uri | http://dx.doi.org/10.7912/C2/366 | |
| dc.language.iso | en_US | en_US |
| dc.subject | high school writing, peer response | en_US |
| dc.subject.lcsh | Written communication -- Study and teaching | en |
| dc.subject.lcsh | Education, Secondary | en |
| dc.title | When to Best Apply Peer Response Activities to the Writing Process in the High School Classroom | en_US |
| dc.type | Thesis |