Thesis Title

The Impact of Daily Process Writing with Emergin Writers

Graduation Date

Spring 1998

Document Type

Master's Thesis

Document Form


Degree Name

Master of Science

Program Name



The premise of this paper is that children learn to write by writing. This study examines the impact on writing development when students are allowed to write on a daily basis with teacher support and lessons created to meet the needs of the learners. The progress of the writing population is examined against a population of students who do not utilize all the stages of the writing process or practice daily. The results suggest that consistent modeling is necessary for students to internalize some of the strategies effective writers use.

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