|||Summary of the Educational Problem Many high school students do not have the ability to write at a proficient level. One of the major problems with writing is that they struggle to understand the prompt and don't know where to start their essay. If they cannot “unlock” the prompt and write the topics and thesis statements correctly, they will not get a passing grade on their writing work, both in class and on the test. State. Differences Between Conditions Current Conditions Students have difficulty understanding writing prompts. Instead of starting with a strong topic and thesis statement, they become frustrated and confused about what is expected of them. They are unable to begin the process and cannot organize their thoughts into a written response. Desired Conditions Students in eleventh grade college preparatory English classes will be able to read a writing prompt and understand what it tells them. request to do. They will demonstrate this by being able to rephrase the prompt into a topic sentence and articulate their response with an appropriate thesis statement. Data Collection Process Discussion of Data Collection Instruments Used Qualitative and quantitative instruments were used to obtain data for this educational problem. The first instrument used was quantitative, the instructor gave the students a writing assignment, and when this was graded it was clear that there was a problem in effectively stating the topic and thesis, as well as the general organization of the article. To be sure that this was not an isolated problem, the second instrument was developed; a quantitative instrument that surveyed teachers, asking them for information about their students' overall writing skills. Discussing data sourcesFor quality...... middle of paper ...... this method with their students in order that we can get support for writing in an interdisciplinary way. Teaching Objective Eleventh grade college English preparatory students will be able to read a writing prompt and understand what it asks them to do. They will demonstrate this by being able to rephrase the prompt into a topic sentence and articulate their response with an appropriate thesis statement. Additionally, they will be able to organize their paper and support their ideas with evidence from the text provided.BibliographyEarly Assessment Program. (2013). Retrieved from California State University: http://eap2013.ets.org/ViewReport.asp School Accountability Report Card. (2012). Retrieved from Chowchilla Union High School District: http://www.chowchillahigh.k12.ca.us/CUHSD/board_trustees/Documents/12%20SARC%20Chowchilla%20UHSD%20Chowchilla%20HS.pdf

Essay / |||Summary of the Educational Problem Many high school students do not have the ability to write at a proficient level. One of the major problems with writing is that they struggle to understand the prompt and don't know where to start their essay. If they cannot “unlock” the prompt and write the topics and thesis statements correctly, they will not get a passing grade on their writing work, both in class and on the test. State. Differences Between Conditions Current Conditions Students have difficulty understanding writing prompts. Instead of starting with a strong topic and thesis statement, they become frustrated and confused about what is expected of them. They are unable to begin the process and cannot organize their thoughts into a written response. Desired Conditions Students in eleventh grade college preparatory English classes will be able to read a writing prompt and understand what it tells them. request to do. They will demonstrate this by being able to rephrase the prompt into a topic sentence and articulate their response with an appropriate thesis statement. Data Collection Process Discussion of Data Collection Instruments Used Qualitative and quantitative instruments were used to obtain data for this educational problem. The first instrument used was quantitative, the instructor gave the students a writing assignment, and when this was graded it was clear that there was a problem in effectively stating the topic and thesis, as well as the general organization of the article. To be sure that this was not an isolated problem, the second instrument was developed; a quantitative instrument that surveyed teachers, asking them for information about their students' overall writing skills. Discussing data sourcesFor quality...... middle of paper ...... this method with their students in order that we can get support for writing in an interdisciplinary way. Teaching Objective Eleventh grade college English preparatory students will be able to read a writing prompt and understand what it asks them to do. They will demonstrate this by being able to rephrase the prompt into a topic sentence and articulate their response with an appropriate thesis statement. Additionally, they will be able to organize their paper and support their ideas with evidence from the text provided.BibliographyEarly Assessment Program. (2013). Retrieved from California State University: http://eap2013.ets.org/ViewReport.asp School Accountability Report Card. (2012). Retrieved from Chowchilla Union High School District: http://www.chowchillahigh.k12.ca.us/CUHSD/board_trustees/Documents/12%20SARC%20Chowchilla%20UHSD%20Chowchilla%20HS.pdf

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