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It was important to ask this question because of the findings of Applebee (1981, 1984, 1993) and Hillocks (2006) who both found that students were not required to write papers of any length in high school. I was interested in discovering if students were still writing short assignments thirty years later. Students were asked whether they had to produce substantial pieces of writing in high school classes. On the survey students were asked to recall the length of writing assignments they were required to complete in their high school English Language Arts classes from grades 10-12. Like the previous studies of Applebee (1981, 1984, 1993) and Hillocks (2006), this study found that high school students were generally required to write short assignments. There was a noticeable UNIVERSITY AND HIGH SCHOOL ARE JUST VERY DIFFERENT 132 similarity between the responses of the students in answer to the question of how much writing they were required to do in their English Language Arts classes in high school. The following responses are representative of the students who were interviewed. I feel that everything we did in that one class throughout the year, I could have done in one night. They felt that the papers they were required to complete were, for the most part, short (2-3 pages). It was their perception that the kinds of writing they were required to complete in their high school English Language Arts classes consisted of mainly short-answer questions and journal reflection entries. The absence of longer writing assignments was a concern to some of the students (7 of UNIVERSITY AND HIGH SCHOOL ARE JUST VERY DIFFERENT 133 20). They worried that they were not being properly prepared for first-year university writing assignments. It was interesting to discover that the students in this study reported results that were very similar to what Applebee (1981, 1984, 1993) and Hillocks (2006) found in their respective research. It appears that not much has changed regarding the length of assignments students are expected to produce in high school. The Types of Writing In High School Students were asked to check off the types of writing they did in their high school classes, both in English Language Arts and their other courses that required some writing. There was no place for students to indicate how many times they had produced each type of writing.

Therefore, no conclusions can be drawn as to frequency. The students reported that they were targeting their writing to their understanding of what the teachers expected them to say.

UNIVERSITY AND HIGH SCHOOL ARE JUST VERY DIFFERENT 135 The above data on the kinds of writing emerged from the quantitative surveys. However, the question of the kinds of writing students were required to submit in high school was also addressed in the focus groups and the individual interviews.

The following information is a summary of the data. The other kinds of writing identified by one or more students included: short answer questions, opinion papers, long answer questions, newspaper articles, book reports, poems, short stories, speeches, journals, magazines, letters, reflective questions, interpretation papers, memoirs, creative stories, research papers, compare-contrast papers, poetry analysis, character studies, plays, and, toasts. The students also identified the different kinds of papers that they were required to submit. Similarly, Jordon (2006) said that high school students are comfortable with writing the five-paragraph essay because it is a format that is easy to follow.

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He said that students experience writing difficulties when they fail to understand that the write my paper co five-paragraph essay will not work in all writing situations. In the present study, results from the focus groups and the individual interviews indicated that half of the students (5 out of 10) UNIVERSITY AND HIGH SCHOOL ARE JUST VERY DIFFERENT 136 were still trying to use the five-paragraph model in first-year university but finding only limited success with the model.

According to the students, the write my paper co essay format that was taught the most often in high school English Language Arts classes was the five-paragraph essay. This finding is consistent with the findings of Hillocks (2006). Hillocks (2006) found that, when it came to teaching writing, most high school teachers used the five-paragraph essay model, a formulaic structure consisting of an introduction, three body paragraphs, and a conclusion. In her study of first-year students, Carroll (2002) discovered that the students felt that they knew how to write academic essays because they had mastered the five-paragraph essay. The findings of this study are consistent with the existing literature. Ten of the twenty students interviewed mentioned that their English Language Arts teachers taught them how to write the five-paragraph essay. Writing In Other High School Courses The data for how much writing students were expected to complete in their other classes, besides English Language Arts, were collected in the qualitative interviews. There was not a comparable question on the quantitative survey asking students about the kinds of writing they were required to complete in their other classes. This study corroborates the findings of Applebee (1981) who found that writing was used uc essay help in very limited ways in most classrooms. He found that the majority of writing students were being asked to do in high school involved the answering of short answer and fill-in-the blank questions. Similarly, Langer (1986) found that the writing the students were asked to do focused on completing short answer study questions, taking notes, and writing essays. Knipper and Duggan (2006) reported that integrating writing in the content areas enhances comprehension. They further declared that writing to learn is an opportunity for the students to recall, clarify, and question what they know about a subject, and what they still want to know. In the present study, students were also asked to comment on the kinds of writing they did in their other high school courses. In the qualitative interviews, the students identified a variety of writing activities that ranged from answering write my paper research essay help co short answer questions, to the writing of notes, summaries, reflection journal entries, lab reports, and essays. The writing assignments varied in length, depending on the task. Erica remembered writing an essay in her Grade 1 1 UNIVERSITY AND HIGH SCHOOL ARE JUST VERY DIFFERENT History class.

I think mine was one of the shortest ones, mine was under ten pages.

He wanted a response based on the reading we did best buy research paper and based on the facts. UNIVERSITY AND HIGH SCHOOL ARE JUST VERY DIFFERENT 139 Barb found that: In my law class, we wrote argumentative, and more opinion essays.

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