Observation & Journal Student Work Student Feedback Forms
Theme 1: The Students' Engagement in In-class Writing Increased
Each student focused on his/her writing project on the computer and they seldom talked to each other because they have acquired the skills to work by themselves on the writing project. The students were eager to listen to my suggestion toward their writing. No student used the computer to do irrelevant activity such as browsing irrelevant website during the project writing.
60% of students thought they more enjoyed the web-based technology for writing in phase two, because they were provided a qualified technology-based learning environment as well as more support on web-based technology instruction. The students enjoyed writing on the writing prompt in phase two more, which was designed to challenge them to think critically and academically based on their topic of interest.
Theme 2: The Students Need Support with Outside sources for Writing
The students actively read the outside sources I provided in order to get some ideas and facts toward the writing prompt.
The percentage of students who competed their assignment in phase two increased 3% comparing with the one in phase one. The students used the outside sources I provided as facts/evidence to support their opinions/claims. However, they cited the outside sources in an inappropriate way.
More than half of the students thought they were more willing to write because they were provided outside sources support.
Theme 3: The Students' Writing Quality was The average total score have increased from 8.57 points to 11.33 71% of students believed learning how to distinguish a fact from an opinion and how facts Improved points, which means the students made 2.76 points' progress in their five-paragraph essay writing. are used to support opinions helped them improve their writing.