How Much is Enough to Learn? Exploring the Effects of an Abbreviated Implementation of the National Writing Project’s College, Career and Community Writers Program (C3WP) on English Learners’ Argumentative Writing Growth
Without doubt, explicit instruction is essential as English learners develop important academic skills such as argument writing. Less clear is the extent to which students need to receive such explicit instruction and engage in practice in order to benefit from it. The National Writing Project’s College, Career, and Community Writing Program (C3WP) provides teachers with resources and assessments for the explicit instruction of argument writing. Prior research on C3WP has indicated that in order to see student growth, teachers must implement at least four short cycles in an academic year. The four cycles can seem ambitious and difficult for teachers to integrate into what they often view to be an already overwhelming curriculum. This small-scale quantitative study, focused on English learners, examines this issue by exploring whether students can experience growth in argument writing in just two cycles of instruction, as opposed to the recommended four cycles. The results of this study suggest that two cycles of instruction are not sufficient in helping English learners improve argument writing skills and that teachers need to commit to at least four cycles to see growth.
Manzo, Samantha J.; DeCamillis, Kelsey; and Lorenz, Sarah
"How Much is Enough to Learn? Exploring the Effects of an Abbreviated Implementation of the National Writing Project’s College, Career and Community Writers Program (C3WP) on English Learners’ Argumentative Writing Growth,"
Language Arts Journal of Michigan:
1, Article 7.
Available at: https://doi.org/10.9707/2168-149X.2311