• Login
    View Item 
    •   MINDS@UW Home
    • MINDS@UW River Falls
    • UWRF Office of Graduate Studies
    • UWRF Graduate Research Papers (formerly "Plan B")
    • View Item
    •   MINDS@UW Home
    • MINDS@UW River Falls
    • UWRF Office of Graduate Studies
    • UWRF Graduate Research Papers (formerly "Plan B")
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    The Relationship between Mentor Texts and Student Motivation and Engagement in Writing

    Thumbnail
    File(s)
    SarahTobisch.pdf (524.0Kb)
    Date
    2019
    Author
    Tobisch, Sarah
    Metadata
    Show full item record
    Abstract
    Motivation and engagement play a key role in the success of students. This, in turn, influences students’ perceptions about school and about themselves. This action research study examined how mentor texts could be used to motivate and engage students in writing. Mentor texts are any text that is used to guide students’ learning of a specific writing genre and/or a specific writing trait. Mentor texts were used in this study to aid students’ comprehension of the qualities and structure of opinion and narrative writing. Mentor texts were further used to build students’ understanding of writing with comparisons and adjectives. Results indicated that mentor texts can be used to improve student engagement during direct teacher instruction and the independent opinion writing process, but may or may not improve the independent narrative writing process.
    Permanent Link
    http://digital.library.wisc.edu/1793/81393
    Part of
    • UWRF Graduate Research Papers (formerly "Plan B")

    Contact Us | Send Feedback
     

     

    Browse

    All of MINDS@UWCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

    My Account

    LoginRegister

    Contact Us | Send Feedback