Integrating Research-Based Analytic Writing Instructional Strategies into Middle School English Language Arts Classrooms

Abstract

The skill of analyzing texts in English language arts classrooms has been a focus of the Pennsylvania Core Standards, especially at the middle school level. Analysis in ELA classrooms can be broken down into two components: analytic thinking and analytic writing. This dissertation in practice focused on the implementation of a professional development series structured around level-setting beliefs about the importance of analysis, effective strategies for teaching analysis in middle school ELA classrooms, and collaborative lesson planning. These sessions were held with the 11 ELA teachers at the participating school. Teachers were surveyed and interviewed to gain an understanding of the impact that the professional development has had on their practice. The results of the professional development series and measures related to that series yielded important considerations for future study and research around analytic writing in ELA classrooms as well as suggestions for future professional development