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National Teacher Education Journal


The students who are struggling with K-12 writing are now in post-secondary school. Despite English composition completion during the freshman year, the majority of these students remain novice writers. Some of these novice writers will become elementary, middle grades, or secondary teachers upon graduating. The purpose of this study was to determine the effects of a mini-lesson unit on the students' knowledge of common grammar, audience, and punctuation errors. The results of the pre/post research design revealed a significant increase in knowledge. Future implications include expanding the mini-lesson unit and assisting students with transferring the knowledge into their written assignments.