When Writing Supports Deeper Learning: Integrating Theory and Evidence in ELA (English Language Arts) Writing Assignments: AERA Sessions, 11:30 AM

• In Event: e-Lightening Ed-Talk Session 12

Abstract

This study examines the extent to which pedagogical tools – as assessed by quality of teacher English Language Arts (ELA) assignments – engages and facilitates student sensemaking to foster deeper learning within its discipline. Indeed, argumentation in the form of literary analysis is the foundation of writing in ELA classrooms, yet deeper learning allows for an imaginative and exploratory approach to writing. In the present study we ask if teacher assignments that afford opportunities for both argumentation, in addition to exploratory and imaginative writing, will sustain strong student writing outcomes. This project includes n=199 teacher and n=388 student ELA assignments across 22-matched-pair high schools across the U.S. This effort is guided by the hypothesis that teachers at deeper learning/treatment schools offer more opportunities for exploratory, imaginative thinking that are simultaneously afforded without cost to evidence-based, argumentative learning – a phenomenon that we investigate to not only see the difference between treatment and comparison schools, but also how and to what extent they then link to students' writing effectiveness and broader outcomes.

Authors

• Anahid S. Modrek, California State University - San Bernardino

• Sally Valentino Drew, Sacred Heart University