ABSTRACT

This Impact on Student Learning study focuses on the ability of a class of fifth-grade students to define and use theses, supports, and evidence. The students were given a pre-assessment to test their knowledge of these three elements of essay writing. Through the progression of eight lessons, the students were taught the meaning, placement, and usage of theses, supports, and evidence through teacher modeling, anchor charts, and guided practice, including writing exercises and individual conferencing. Instruction was adjusted according to formative assessment results throughout the unit. The students were asked to write a literary essay based on one of two short stories: Eleven, by Sandra Cisneros, and Shells, by Cynthia Rylant. The essay writing process included a writing plan, draft, and final publication. Finally, the students were given a post-assessment to retest their knowledge of theses, supports, and evidence. The results of this study show an upward trend in understanding and ability to use theses, supports, and evidence. Nearly all students tested increased their score from pre- to post-assessment. Students who attain proficiency or mastery of knowledge in the area of literary essay structure and key components will have firm footing to start from when they encounter the cross-curricular writing that is expected in secondary and college classes. Walking students through the key concepts of writing a thesis, developing supports, and providing evidence is not only beneficial for their academic development but a Common Core Standard for the fifth grade. This standard encourages teachers to access students’ growing minds in order to help them organize their thinking and communicate effectively in writing.