College Student Writers' Use and Modification of Planning and Evaluation Strategies After a Semester of Instruction

The purpose of this study was to investigate how students in a developmental writing course at a community college used and adapted cognitive writing strategies learned in the course. The students participated in a funded research project for the development and evaluation of a writing curriculum ba...

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Published in:Journal of adolescent & adult literacy Vol. 62; no. 3; pp. 301 - 310
Main Authors: Philippakos, Zoi A. Traga, MacArthur, Charles A., Munsell, Sarah
Format: Journal Article
Language:English
Published: Hoboken Wiley Subscription Services, Inc 01.11.2018
Wiley-Blackwell
Blackwell Publishing Ltd
Subjects:
5‐College/university students
6‐Adult
Audience < Writing
Basic Writing
College and career readiness
College students
Community Colleges
Comprehension
Curricula
Editing
FEATURE ARTICLES
Genres < Writing
Modes < Writing
Protocol Analysis
Reading Comprehension
Remedial Instruction
Revision (Written Composition)
Scholarship
Self evaluation
Strategies
Student writing
Students
Teaching
Two Year College Students
Writing
Writing (Composition)
Writing Instruction
Writing processes
Writing process < Writing
Writing Strategies
ISSN:1081-3004, 1936-2706
Online Access:Get full text
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Abstract The purpose of this study was to investigate how students in a developmental writing course at a community college used and adapted cognitive writing strategies learned in the course. The students participated in a funded research project for the development and evaluation of a writing curriculum based on self‐regulated strategy instruction. The authors investigated students’ application of the planning and revising strategies using think‐aloud protocols. The results showed that students remembered the strategies but did not use them consistently. Also, students tended to use an outline but not always effectively. Finally, reading comprehension seemed to impact their use of revision strategies. Limitations and implications for future research are discussed.
AbstractList The purpose of this study was to investigate how students in a developmental writing course at a community college used and adapted cognitive writing strategies learned in the course. The students participated in a funded research project for the development and evaluation of a writing curriculum based on self‐regulated strategy instruction. The authors investigated students’ application of the planning and revising strategies using think‐aloud protocols. The results showed that students remembered the strategies but did not use them consistently. Also, students tended to use an outline but not always effectively. Finally, reading comprehension seemed to impact their use of revision strategies. Limitations and implications for future research are discussed.
Audience Two Year Colleges
Higher Education
Postsecondary Education
Author Munsell, Sarah
Philippakos, Zoi A. Traga
MacArthur, Charles A.
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  givenname: Charles A.
  surname: MacArthur
  fullname: MacArthur, Charles A.
– sequence: 3
  givenname: Sarah
  surname: Munsell
  fullname: Munsell, Sarah
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CitedBy_id crossref_primary_10_1007_s11409_021_09280_w
crossref_primary_10_1016_j_chb_2021_106924
crossref_primary_10_1177_00220574221077980
crossref_primary_10_3389_frai_2022_983008
crossref_primary_10_1002_jaal_1271
crossref_primary_10_1080_02568543_2025_2465585
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SubjectTerms 5‐College/university students
6‐Adult
Audience < Writing
Basic Writing
College and career readiness
College students
Community Colleges
Comprehension
Curricula
Editing
FEATURE ARTICLES
Genres < Writing
Modes < Writing
Protocol Analysis
Reading Comprehension
Remedial Instruction
Revision (Written Composition)
Scholarship
Self evaluation
Strategies
Student writing
Students
Teaching
Two Year College Students
Writing
Writing (Composition)
Writing Instruction
Writing processes
Writing process < Writing
Writing Strategies
Title College Student Writers' Use and Modification of Planning and Evaluation Strategies After a Semester of Instruction
URI https://www.jstor.org/stable/26632966
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