Avoiding the Dreaded Packet: The impact of guided notes on student confidence and quality of poetic annotations in an 11th grade AP Language and Composition classroom.

Authors

Kaleigh D. Phelps, James Madison UniversityFollow

Abstract

This article presents findings from an action research study conducted in a 11th Grade AP Language and Composition classroom on the impact of guided notes on confidence and quality of student work. The data indicates a substantial need for transfer skills in the English classroom.

Author Biography

Kaleigh Phelps is a graduate student at James Madison University projected to graduate in spring of 2025. A self proclaimed collector of stories, she is passionate about curriculum design, global citizenship, and literacy education.

Recommended Citation

Phelps, Kaleigh D. (2025) "Avoiding the Dreaded Packet: The impact of guided notes on student confidence and quality of poetic annotations in an 11th grade AP Language and Composition classroom.," Virginia English Journal: Vol. 73: Iss. 1, Article 4.
Available at: https://digitalcommons.bridgewater.edu/vej/vol73/iss1/4