The Pen Pal Project

In the early 1990’s, at a CUNY writing center conference, I heard about a pen pal project between writing center tutors at an Eastern Pennsylvanian University and children from an inner-city primary school. I was intrigued by the description and filed the idea as one that I would like to try if ever I could create the opportunity. By the fall of 2002, conditions and circumstances seemed right to experiment at last with organizing a service-learning project that would connect writing center tutors from my university with children from an inner-city elementary school in a neighborhood that adjoins my university’s.University Writing Cente

Spartan Daily, November 22, 1935

Volume 24, Issue 41https://scholarworks.sjsu.edu/spartandaily/2369/thumbnail.jp

Spartan Daily, September 25, 1936

Volume 25, Issue 2https://scholarworks.sjsu.edu/spartandaily/2487/thumbnail.jp

Scaffolding the Writing Process

Writing is a multiple step process that requires the integration of pre-writing, drafting, revising, and editing that later culminates in a written piece. Writing, for the Limited English Proficient student, can be a demanding task. They must balance their native language skills with English literacy and competencies in knowledge and content areas. The task is complicated by the fact that each content area has its own set of terminology/vocabulary, writing conventions, and critical thinking skills. Additionally, many refugee students fall under this category and have significant gaps in their educational backgrounds, lack knowledge in specific subject areas, and often need time to become accustomed to school routines and expectations. This research project investigates potential methods and strategies that would increase achievement and acquisition of secondary language competencies, specifically highlighting the writing process, and explores the impact a manipulative might have on the writing development of LEP students. The ten participants in this study were sixth grade LEP students in an urban school district in western New York. This study took place in a bilingual classroom during Writer\u27s Workshop lessons. There was a bilingual teacher and two ESOL teachers working with the students at the time. Students\u27 first writing drafts and final copy results were analyzed quantitatively. Students were given a survey and interviewed individually to assess their attitude toward use or non-use of silent teachers and a writing process booklet

A survey of interest areas among non-college twelfth-grade students in seven Maine schools

Thesis (M.A.)--Boston University, 1949. This item was digitized by the Internet Archive

Expressions, Spring 2014

College of Humanities and the Arts Newsletter, Volume

Annual Narrative Report of Mildred O. Eaton, Home Demonstration Agent, From December 1, 1956 to November 30, 1957

Bound typescripts of agents reports, including photographs, charts, clippings, and examples of publications, 1956 to 1957. Also includes statistical summaries for 1956-57.This material from the University of Arizona Agricultural Extension Service is made available by University of Arizona Libraries, Special Collections. Contact us at [email protected], or (520) 621-6423