The Impact of Writing Supports on Secondary World History Students

Date of Award

Fall 12-14-2023

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Michael Coquyt


Writing, Supports, Social Studies, Secondary


Over the last decade, a movement has developed for Social Studies classrooms to move away from rote memorization to teaching historical skills. In an age of major questions about public education and its role in society, it is important as ever for Social Studies to redefine itself. However, many students struggle with reading and writing, both fundamental skills. Students cite a lack of confidence, embarrassment, and ‘not liking writing,’ as reasons for difficulties. This means finding ways to make writing a meaningful process is important. Additionally, teachers cite their lack of confidence in teaching writing, making finding effective supports essential.

The purpose of this research was to determine the effectiveness of structured supports for writing assignments in a Secondary World History classroom. This quasi-experimental study will use in-class activities to see how certain structured supports and scaffolding strategies can improve outcomes for students in their writing and content comprehension. This study will be conducted in a ninth grade World History classroom that is a yearlong course. The research will be undertaken in the spring of 2023. Two classes of students will be asked to complete writing assignments. Student outcomes will be measured with a pre-writing assignment and a writing assignment at the end of the learning segment. A journal will be kept, noting student attitudes, and success levels. A pre-and post-research survey will be administered to gauge their perception of the writing supports and how the writing assignment helped them better understand the content.

Abstract only: No full text available.