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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Vydáno v:Journal of adolescent & adult literacy Ročník 62; číslo 3; s. 301 - 310
Hlavní autoři: Philippakos, Zoi A. Traga, MacArthur, Charles A., Munsell, Sarah
Médium: Journal Article
Jazyk:angličtina
Vydáno: Hoboken Wiley Subscription Services, Inc 01.11.2018
Wiley-Blackwell
Blackwell Publishing Ltd
Témata:
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
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Shrnutí: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.
Bibliografie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1081-3004
1936-2706
DOI:10.1002/jaal.897