Effects of structured writing strategies in the high school history classroom

Purpose This action research explored the use of structured writing formats including writing frames and writing guides to improve high school student historical writing. Design/methodology/approach Collected data involved the result of a pre-test and post-test comparing writing scores of students before and after the intervention, students' survey and co-teacher's interview. Findings The findings indicated that the intervention of writing frames and writing guides had a positive effect on student writing performances. Discussions and implications for further studies were also included. Originality/value The findings informed the teacher that general writing skills could be applied across the curriculum.