Date of Award


Document Type

Action Research Project

Degree Name

Master of Arts in Education



First Advisor

Catherine Kelly




Providing feedback to developing writers that creates lasting changes in their writing presents a challenge for educators. This study investigates the use of a formative feedback system in which students write in staggered groups while receiving targeted, specific verbal feedback on their writing. Participants include thirty-one 10th grade general English students in a suburban high school. Data collection methods include a Google Form data gathering tool, an observation log, teacher-generated journal, and comparison of essay scores using a writing rubric. Results showed an increase in student writing performance, a mindset shift from an external to internal locus-of control, and a greater appreciation for verbal formative feedback in helping improve writing practice. The study showed improvement in student performance with little-to-no drawbacks presenting a simple and sustainable system of writing instruction for the secondary classroom.

Included in

Education Commons