Abstract
This study examined how concept mapping as a prewriting strategy affects high school students' writing dispositions. Using a mixed-methods approach, 64 tenth-grade students completed a Writing Disposition Scale before and after implementing concept mapping in a research writing unit. Quantitative analysis revealed significant improvement in students' writing dispositions (t= -2.496, p
Recommended Citation
Rundo, Heather A.
(2025)
"Empowering High School Writers: Concept Mapping and Writing Dispositions,"
Literacy Practice and Research: Vol. 49:
No.
3, Article 2.
Available at:
https://digitalcommons.fiu.edu/lpr/vol49/iss3/2
