Track

Research Proposal / Assessment of Student Learning

Abstract

Since the 1980s, writing pedagogy has expanded from solely teaching students to concentrate on their written products to writing processes. Writing has been perceived as a recursive process during which writers have the opportunity to plan, draft, revise, and edit their work. Using a mixed method triangulation design, this study examined students’ use of various components of process writing and its impact on students’ writing and learning across the academic term. The study provides important implications by identifying students’ strengths and weaknesses in writing process, documenting the changes of their engagement in process writing, and providing directions for future teaching.

Session Format

Presentation Session

Location

Room 4

Publication Type and Release Option

Presentation (Open Access)

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Mar 31st, 11:00 AM Mar 31st, 11:45 AM

Investigating Students’ Engagement in Process Writing: A mixed method approach

Room 4

Since the 1980s, writing pedagogy has expanded from solely teaching students to concentrate on their written products to writing processes. Writing has been perceived as a recursive process during which writers have the opportunity to plan, draft, revise, and edit their work. Using a mixed method triangulation design, this study examined students’ use of various components of process writing and its impact on students’ writing and learning across the academic term. The study provides important implications by identifying students’ strengths and weaknesses in writing process, documenting the changes of their engagement in process writing, and providing directions for future teaching.