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A Current Model for High School Writing Centers

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dc.contributor.advisor Lindblom, Kenneth en_US
dc.contributor.author Towers, Kimberly Anne en_US
dc.contributor.other Department of English. en_US
dc.date.accessioned 2017-09-20T16:52:56Z
dc.date.available 2017-09-20T16:52:56Z
dc.date.issued 2014-12-01 en_US
dc.identifier.uri http://hdl.handle.net/11401/77586 en_US
dc.description 59 pg. en_US
dc.description.abstract Academics across the country seem to agree that there is value in the existence of Writing Centers at the University level, but very few exist at the secondary level. Recent test scores demonstrate that more adequate writing instruction needs to be provided to High School students, and this thesis asserts that a Writing Center can answer this call to action. Through an analysis of the founding of a Writing Center in a High School on Long Island, New York, the author displays the strengths as well as shortcomings of inserting a Writing Center into such an environment. She provides a current model through which High Schools can adopt their own Writing Centers, and links the model to current scholarship. Lastly, the thesis explores the effectiveness of Writing Centers in encouraging higher order thinking as well as in answering the call of the Common Core Standards. en_US
dc.description.sponsorship This work is sponsored by the Stony Brook University Graduate School in compliance with the requirements for completion of degree. en_US
dc.format Monograph en_US
dc.format.medium Electronic Resource en_US
dc.language.iso en_US en_US
dc.publisher The Graduate School, Stony Brook University: Stony Brook, NY. en_US
dc.subject.lcsh Education en_US
dc.subject.other Center, Composition, Education, English, Essays, Writing en_US
dc.title A Current Model for High School Writing Centers en_US
dc.type Thesis en_US
dc.mimetype Application/PDF en_US
dc.contributor.committeemember Dunn, Patricia. en_US


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