Author

Lisa Johnson

Date

Spring 4-29-2016

Document Type

Education 530 Project

First Advisor

Guth, Nancy

Degree Name

Master of Education

Major or Concentration

Education

Department or Program

Education

Abstract

The impact of writing medium on student writing was examined through the writing scores and responses of twenty third graders who underwent separate writing treatments involving an authentic audience. Students were pretested on writing ability, systematically assigned to blogger or response journal treatment groups and were posttested on writing ability after their treatment. All participants responded to the same writing prompts and were required to respond to their peers' writing within their respective groups. Findings indicate that both treatments were successful, but blogging was more successful, particularly in the area of mechanics. Combined with qualitative data, these findings suggest that blogging induces more anxiety in students, pressuring them to write higher quality work the immediate feedback from technology and peer conversations that blogging affords leads to its success over journaling.

Language

English

Included in

Education Commons

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