Abstract
This qualitative case study explored the impact of explicit writing instruction on sixth-grade students’ writing performance in a social studies classroom. Using a single-paragraph outline strategy adapted from the ToSEEC model, one class received structured instruction while a comparison group followed standard practice. Data from interviews, observations, and student work showed that explicit instruction significantly improved paragraph structure, particularly in conclusions. The control group’s writing declined or stagnated. Although content knowledge gains were inconclusive, findings support integrating writing instruction across disciplines to enhance literacy skills. Future research should address content alignment and broader implementation contexts.
Recommended Citation
Bogues, Casey and Mills, Jeremy R.
(2025)
"The Effect of Explicit Writing Instruction Using the ToSEEC Model on Students’ Writing Ability and Content Knowledge Comprehension in A Middle School Social Studies Classroom,"
Ohio Journal of Teacher Education: Vol. 40:
No.
2, Article 3.
Available at:
https://www.exhibit.xavier.edu/ojte/vol40/iss2/3
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Language and Literacy Education Commons, Reading and Language Commons
