student voice on writing

Abstract

The study aimed to understand students' self-perception as writers, focusing on their best college writing pieces.
Conducted with 104 undergraduate students from a medium-sized public university.
Examined four key themes: paper attributes, reflections on the writing process, actions taken by students, and actions taken by professors.
Conclusions highlight effective faculty pedagogical practices that cater to both cognitive and affective aspects of writing.

Writing across the Curriculum (WAC) programs have evolved since the 1970s to improve student writing across disciplines.
Focus on theories of writing and sharing best practices has expanded the understanding of writing beyond mechanics.
Importance of faculty dialogue in developing WAC programs has been emphasized, but student voices often remain excluded.
This gap in student inclusion limits insights into effective writing pedagogy.

Understanding students' perspectives can lead to real improvements in writing assignments and outcomes.
Theories of writing that integrate cognitive and affective elements support a focus on student voices.
Research setting and design will be discussed, followed by qualitative data analysis and results.

Movements to integrate student voices into teaching practices are gaining momentum, improving learning and teaching effectiveness.
Alison Cook-Sather advocates for student perspectives to enhance teaching quality.
Research shows students lack transferability of writing knowledge across different contexts.
Factors influencing the ability to transfer writing knowledge include motivation and prior knowledge.

Motivation affects performance through cognitive and emotional interactions.
Self-efficacy in writing influences writing self-regulation and achievement.
Students' beliefs regarding writing tasks impact their approaches and strategies used.
Effective writers focus more on content, while weaker writers emphasize conventions.

Novice writers often practice 'knowledge telling', which is surface-oriented and less reflective.
Expert writers engage in 'knowledge transforming', fostering deeper learning through writing.
Different approaches dictate the writer's growth and understanding during the process.

Research indicates students often struggle with the initial stages of writing.
Interviews reveal a 'bookend' strategy where students focus on beginning and end phases neglecting drafts.
Effective argumentation and the integration of sources remain significant issues in student writing.

Previous studies indicate that engaging with students about their writing enhances understanding of their processes.
Surveys reveal key themes related to personal engagement, commitment, collaboration, systemic approach, and external confirmation.

Examined how students view themselves as writers, their criteria for good writing, effective faculty actions, and means to facilitate student achievement in writing.

Developed an online survey to explore student experiences and perceptions of writing.
The survey included seven open-ended questions and a self-rating scale for writing ability.

104 completed surveys from diverse majors at the university.
Sample reflects a range of backgrounds and demonstrates modest self-assessed writing abilities.

An inductive coding method revealed recurring themes from student responses, identifying four broad categories: paper attributes, reflections on process, actions by the student, actions by the professor.

Theme 1: Paper Attributes - Students identified quality of ideas, effective use of evidence, organization, mechanics, and length as key attributes of their best writing.
Theme 2: Reflections on the Process - Many cited personal gains and positive emotions experienced during the writing of their best paper.
Theme 3: Actions Taken by Student - Engagement in feedback, prewriting techniques, time management, multiple drafts, and risk-taking were common strategies cited as contributing to success.
Theme 4: Actions Taken by Professor - Feedback, adequate time for assignments, clarity in assignment design, and modeling writing expectations were recognized as influential.

Student responses often reflected overlapping themes, showcasing the interconnectedness of paper attributes, reflections, and actions taken by both students and professors.

Affirmation of successful WAC practices such as scaffolding assignments and providing feedback.
Cognitive and affective aspects of writing should be integrated into pedagogical strategies to boost student engagement.
Recognizing students’ personal connections to writing enhances motivation and investment in the process.

Findings guide future WAC program development, encouraging faculty to adopt practices aligned with students' perceived successful writing attributes.
Emphasis on prewriting and drafting as well as a balance between specificity in assignments and student choice can enhance writing outcomes.

Extensive references cover theories of writing, cognitive processes, and pedagogical strategies linked to WAC practices.