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Charting their own course as writers : a study of writing-intensive students’ self-assessment and goal-setting at start of term

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dc.contributor Tolar Burton, Vicki
dc.contributor Robinson, David
dc.contributor Ede, Lisa
dc.contributor Xing, Jun
dc.date 2006-05-22T22:13:35Z
dc.date 2006-05-22T22:13:35Z
dc.date 2006-04-24
dc.date 2006-05-22T22:13:35Z
dc.date.accessioned 2013-10-16T07:36:22Z
dc.date.available 2013-10-16T07:36:22Z
dc.date.issued 2013-10-16
dc.identifier http://hdl.handle.net/1957/1939
dc.identifier.uri http://koha.mediu.edu.my:8181/xmlui/handle/1957/1939
dc.description Graduation date: 2006
dc.description Curricular models and teaching techniques that support college students as the primary authors of their writing-across-the-curriculum experiences remain largely unexplored. This thesis addresses that research gap by investigating the use of a start-of-term writing self-assessment and goal-setting questionnaire (STQ) for upper-division undergraduates taking writing-intensive (WI) college courses in their majors. The tool was piloted in 23 WI sections at Oregon State University during winter term 2004. Feedback obtained through an end-of-term writing self-evaluation showed that students who completed the start-of-term questionnaire tended to take the effort seriously, fill out the questionnaire completely, and use the tool for its intended purposes of reflective self-assessment and goal-setting. Students saw the tool as something that could help them with their writing, and study results suggest that its benefits may have been reinforced by students’ end-of-course review of their STQ responses. Feedback from participating instructors indicated that the tool helped with their teaching as well as their students’ learning, and most instructors planned to continue using the STQ beyond the pilot study. Study results also suggest that the questionnaire can serve as a program-level research and assessment tool, providing WI program administrators and policy-makers with new insights on students’ writing needs and goals. Campus-wide use of the STQ may lead to WI program enhancements, generate new ideas for WI instructor training, and support department, college, and institutional writing-curriculum development efforts.
dc.language en_US
dc.subject university writing-intensive courses
dc.subject student self-assessment
dc.subject college student writing
dc.subject writing across the curriculum
dc.subject start-of-term writing self-assessment
dc.subject student goal setting
dc.subject survey-format reflective self-assessment
dc.title Charting their own course as writers : a study of writing-intensive students’ self-assessment and goal-setting at start of term
dc.type Thesis


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