Date of Award
1991
Document Type
Practicum-NSU Access Only
Degree Name
Doctor of Education
Department
Child and Youth Studies
Advisor
Robert J. Heppler
Keywords
critical thinking, English as a second language, high school, Hispanic, writing improvement
Abstract
This practicum aimed to improve writing of Hispanic high school students and decrease the number of assignment errors over a twelve week time period. Readings selected for each task dealt with high-interest topic relevant to student needs. Explanation of readings was followed by group discussion of key points.
The cognitive taxonomy of Benjamin Bloom was adapted to each reading. Students answered questions related to readings from each level of the taxonomy. Corrective feedback followed as error patterns in writing were jointly examined. As students progressed in writing ability, assignments grew in length. Critical thinking was employed as pupils were able to proceed beyond the first taxonomy level.
Outcomes were positive as both objectives allowed success. Writing improved, surpassing the goal set in this problem-solving project. Most students showed a decrease in errors. But, not to the expectation of the writer. Over the three month, timed writing assignment length doubled and tripled in most cases. As students became risk-taker, employing higher levels of thought, different types of written errors were made. The data from this practicum demonstrated: (a) Writing In English improved using the taxonomy of Benjamin Bloom, (b) a decrease In errors took place over a three month time period, (c) use of the cognitive taxonomy aided students In expanding on writing assignments, and (e) English language learning became practical and thought provoking, employing issues relevant to student needs.