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A77 - Effective Scaffolding practices to address Thesis statement issues
This study hopes to identify the most effective methods when helping non-native speakers of English with developing and editing thesis statement
A77 - Effective Scaffolding practices to address Thesis statement issues
This study hopes to identify the most effective methods when helping non-native speakers of English with developing and editing thesis statements. One of the most common problems that English language learner writers experienced at Miami University’s English Language Learner Writing Center (ELLWC) was identified as being thesis statements, thus prompting the question of how to better help ESL writers develop thesis statements and learn how to edit them themselves. Our study, drawing on data gathered from the ELLWC, engages with existing language-instruction pedagogy–particularly concepts of scaffolding and Vygotsky’s zone of proximal development in order to identify the most effective methods. Based on the results of this research we found that the most effective types of instruction for thesis statement errors were pumping-type questions, particularly leading and open-ended questions. Authors: Clare Cavanagh, Anna Grace Palmer-Vogt, Letha Blair Mentor: Larysa Bobrova
