| This study represents data taken from high school writing students in regards to formulaic writing in four sophomore English classes. Data were collected from lower performing, moderate performing, and higher performing students to try and understand the impact formulaic writing has on high school writing students. A freshman and sophomore English teacher provided substantial evidence to support many of the findings from the students. Specifically, this study revealed that lower performing students were impacted more positively by formulaic writing instruction than were higher performing students. Even though scores went up at all levels, the lower performing writers saw the most significant improvement. While the attitudes towards writing of the lower performing students improved as the instruction progressed, the attitudes of the higher performing students toward writing became more negative. This study correlated the impact of formulaic writing with classroom instruction and the attitudes and performance of high school writing students. |
