Self-Regulated Strategy Instruction in Developmental Writing A Design Research Project

This design research project developed and evaluated curriculum for developmental writing classes in community colleges. The core of the curriculum was self-regulated strategy instruction, which has been shown to be effective with adolescents who are struggling as writers. In the curriculum, student...

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Bibliographic Details
Published in:Community college review Vol. 41; no. 2; pp. 176 - 195
Main Authors: MacArthur, Charles A., Philippakos, Zoi A.
Format: Journal Article
Language:English
Published: Los Angeles, CA SAGE Publications 01.04.2013
Subjects:
Basic Writing
College Students
Community Colleges
Curriculum Design
Curriculum Development
Research Projects
Revision (Written Composition)
Self Control
Writing Achievement
Writing Instruction
Writing Strategies
student outcomes assessment
remedial/developmental education
curriculum and instruction
ISSN:0091-5521, 1940-2325
Online Access:Get full text
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Summary:This design research project developed and evaluated curriculum for developmental writing classes in community colleges. The core of the curriculum was self-regulated strategy instruction, which has been shown to be effective with adolescents who are struggling as writers. In the curriculum, students learned strategies for planning, drafting, and revising compositions with an emphasis on using knowledge of text organization to guide planning and self-evaluation. In addition to specific writing strategies, students learned strategies for self-regulation. The study is part of a project that developed two levels of developmental writing courses, but only the lower level course is addressed in this article. This article reports findings from the first two cycles of implementation and revision. Over two semesters, the curriculum was implemented in eight classes taught by three instructors and revised after an analysis of quantitative and qualitative data. Substantial gains in writing achievement and motivation were found, especially in the second cycle. In addition to successes, the article discusses design challenges for the curriculum and professional development.
ISSN:0091-5521
1940-2325
DOI:10.1177/0091552113484580