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The Effect Of Student Peer Response And Assessment On The Proficiency Of Writing Traits At The College Level, Korry Harvey, Misa Haring
The Effect Of Student Peer Response And Assessment On The Proficiency Of Writing Traits At The College Level, Korry Harvey, Misa Haring
Writing Research Fellows
Research Question: How does student peer response and assessment impact the writing traits of college students?
Method: The study was designed to measure changes in student writing traits following a process of peer response. Ninety-one students participated in the project, each submitting two versions of a 4-6 page position paper—an initial draft and then a final version of the paper following peer review and assessment. In addition to written comments from readers, five different writing traits were rated on a scale of 1-4 for each draft: conventions, organizational structure, rhetorical style, critical assessment, and substantiation. These ratings were then compared …
Analyzing Reflective Writing, Ray Wolpow, Jody Bault
Analyzing Reflective Writing, Ray Wolpow, Jody Bault
Writing Research Fellows
Research Question: What happens in a Secondary Education undergraduate and graduate course(s) when we use a reflective writing rubric that addresses both cognitive and affective capacities/skills in order to demonstrate the proficiency necessary to meet standards for certification?
Method: After examining relevant literature, we defined reflection to be “a careful examination and evaluation of experience, beliefs, and knowledge.” We found that a careful examination and evaluation of an experience, when compared to one’s beliefs and prior knowledge, was considered by most to be the deepest form of reflection. Using a model based on Bain et al. (1999), we found that …
Improving Metacognitive Skills, Jim Stewart, Mike Greiner, Cassandra Cook
Improving Metacognitive Skills, Jim Stewart, Mike Greiner, Cassandra Cook
Writing Research Fellows
Research Question: Can a short, weekly email reflection from students in introductory physics courses be structured to improve students’ thinking about their own thinking?
Method: By analyzing student responses we will refine the writing prompt and scoring guidelines so that, starting fall 2008, we can begin a longitudinal study in which we follow individual students through at least two quarters of the introductory physics course.
Blogging As A Way Of Thinking, Julia Sapin, Robyn Rossmeisl
Blogging As A Way Of Thinking, Julia Sapin, Robyn Rossmeisl
Writing Research Fellows
Research Question: How can technology help to establish more open classrooms through writing, thereby affecting who is involved in discussion and how involvement takes place?
Method: Developed questionnaire for blog participants in a variety of Julia’s classes. We based our findings on the responses in those questionnaires, supplemented by secondary materials that helped us define terms and technology.
Journal Writing In The Classroom: Chore Or Delight?, Jennifer Karchmer, Anya Nakrokhina
Journal Writing In The Classroom: Chore Or Delight?, Jennifer Karchmer, Anya Nakrokhina
Writing Research Fellows
Research Questions:
- What are some attitudes and behavioral trends of students toward a journal writing assignment?
- How effective is a journal writing assignment in the classroom?
- How can a journal writing assignment be improved for both students and instructor?
Method:
Quantitative data based on 39 surveys administered during Fall 2007 quarter at WWU to COMM318 Professional Communication students. Also, this study included student journals (about 10-pages each) with qualitative comments.