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- W2728127868 abstract "A study sought to promote improved work among six at-risk students in a third-grade writing workshop in a central Virginia school by varying the standard workshop format: mini lesson followed by free writing. The approach was to replace mini-lessons with multi-sensory, hands-on experiences followed by brainstorming activities and evaluate how the provision of such experiences affects students' writing. Taking place over a 3-week period, the study consisted of six interventions with students--two per week. In the first intervention of each week, the experimenters provided a brief mini-lesson related to a theme; then students wrote for 20 minutes. In the second, they provided a hands-on experience thematically similar to that used in the first intervention; then students wrote for 20 minutes. Quantitative analysis took three forms: word count, average length of sentence, and a scale that measured content, creativity, and language usage. The study worked from four hypotheses: (1) at-risk students will rely on the provided experiences for topic ideas and will demonstrat, .>n increased facility in generating detail; (2) with the proviu.-:d experiences as a catalyst, students' writing will show increased efforts at creativity; (3) after actively participating in the provided experience, students enthusiasm for the writing workshop will increase and attitudes toward writing will improve; and (4) the increased enthusiasm will lead to more on-task behavior during writing time, as students will be more focused and more productive. The first three hypotheses proved true; the fourth met with mixed results. (ConLoins 20 references and 9 graphs.) (TB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Experience Based Writing and the At-Risk Student Rebecca G. Colby Audra K. Parker Margaret A. Wilson The Curry School of Education University of Virginia PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INI-ORMATION CENTER (ERIC) U S DEPARTMENT OF EDUCATION Off me of Educational Resealch and improvement EDUCATIONAL RESOURCES INFORMATION CENTER 1 ERIC/ lielhis document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy EXPERIENCE BASED WRITING" @default.
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- W2728127868 date "1995-01-01" @default.
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- W2728127868 title "Experience Based Writing and the At-Risk Student." @default.
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