Munson, BruceRauschenfels, DianeJerlow, Alyssa2014-12-222017-04-142014-12-222017-04-1420142014https://hdl.handle.net/11299/187446Thesis Presented in Partial Fulfillment of the Requirements for The Master of Education Degree in the College of Education and Human Service Professions, University of Minnesota Duluth, 2014.Committee names: Bruce Munson (Chair), Diane Rauschenfels. This item has been modified from the original to redact the signatures present.This study evaluated the effect of communicating expectations with students on their achievement in writing. The study was done within four, second grade classrooms. Ninety-one students were evaluated – fifty-one males and forty females. All four classrooms were within the same district and elementary school building. The results of this study showed significant gains in the experimental groups in all areas assessed when comparing the baseline data to the first unit of writing. When comparing the baseline data to the second unit of writing, the experimental group showed significantly larger gains than the control group in two of the areas assessed as well as the overall score.enLearning targetsTeacher expectationsStudent achievementRubricsMaster of EducationDepartment of EducationCollege of Education and Human Service ProfessionsUniversity of Minnesota DuluthPlan Cs (coursework-based master's degrees)Academic achievement.Creative writing (Elementary education).Scholarly Text or Essay