Enhancing 11th Grade Students’ Ability to Analyze Textual Evidence through Scaffolded Instructional Strategies

Abstract

This action research project investigated the effectiveness of scaffolded instructional strategies in improving 11th-grade students’ ability to analyze textual evidence in literary analysis. Conducted in a rural high school English Language Arts classroom, the study addressed the instructional gap in students' ability to move beyond citation and toward meaningful interpretation of literary texts. The research question guiding the project asked: How does implementing scaffolded instructional strategies impact 11th-grade students' ability to analyze textual evidence in literary analysis over a five-day intervention? Eighteen students participated in the study, engaging in a five-day instructional sequence that included guided annotation, sentence frames, model paragraphs, and structured peer feedback. The same constructed response prompt and literary passage were used for both pre- and post-assessments, which were scored using a 12-point standards-aligned analytical rubric. The results revealed a measurable increase in student performance, with the class average rising from 7.11 to 9.56. These findings supported the conclusion that scaffolded instruction enhanced students’ analytical writing and contributed to greater confidence and consistency in literary interpretation. The study underscored the value of differentiated supports in promoting equitable academic growth and offered a replicable model for classroom-based literacy interventions.