Type of Article
This paper describes the development of a service learning writing mentoring program designed to close the achievement gap in writing proficiency for economically disadvantaged seventh grade students. Compared to writing mentoring studies found in the published literature, this program has three distinguishing components. First, it focused on economically disadvantaged middle school students. Second, it provided writing mentoring through a university-school partnership in which college students provided the intervention in collaboration with a seventh-grade teacher. Third, the program used technology to facilitate the mentoring process. Over the course of an academic year, mentors created videos with feedback on 19 writing assignments. The writing mentoring program was associated with a four-fold increase in the percentage of students who were graded as ‘proficient’ on a state standardized writing exam. These results suggest that semi-virtual, intensive writing mentoring and individualized feedback from college students can close the achievement gap and improve the quality of middle level education provided to economically disadvantaged students.
Smith, Bradley H.; Mathews, Michael S.; Reed, Serrae N.; Tran, Michelle Q. N.; Mousa, Caroline; Lozano, Mauricio; Rodriguez, Erica S.; Hamilton, Andrew; and Mathews, Jonathan T.
"The Development of the WISE (Writing to Inspire Successful Education) Writing Mentoring Program: A University-School Collaboration,"
MLET: The Journal of Middle Level Education in Texas: Vol. 5
, Article 2.
Available at: https://scholarworks.sfasu.edu/mlet/vol5/iss1/2
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