What do students think about their own writing? Insights for teaching new college writers

Grant Eckstein Brigham Young University ; Dana Ferris ; Katherina Sibbald Sonoma State University

Abstract

Students face multiple challenges when transitioning from high school to college writing, with new content, audiences, genres, and task expectations. Psychometric researchers have shown that self-efficacy, competency, and affective factors can help or hinder students during this transition, but little previous research examines what students themselves say about their writing and writing experiences. This study analyses the content of 248 essays from first-year composition writers who discussed their writing identities, processes, products, and journeys. Our findings show differences between writers who view themselves positively and negatively. Instructors can use this information to design meaningful prompts, utilize process writing activities, and engage students in meaningful reflection.

Journal
Writing and Pedagogy
Published
2021-08-15
DOI
10.1558/wap.19540
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Citation Context

Cited by in this index (2)

  1. Writing and Pedagogy
  2. Writing and Pedagogy

Cites in this index (9)

  1. Journal of Writing Research
  2. Research in the Teaching of English
  3. Journal of Writing Research
  4. Research in the Teaching of English
  5. College Composition and Communication
Show all 9 →
  1. Research in the Teaching of English
  2. Written Communication
  3. College Composition and Communication
  4. Research in the Teaching of English
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