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High School Writing Experiences, Wri...

Massengill, Sonya Ammons.

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High School Writing Experiences, Writing Self-efficacy, and Composing from Multiple Sources: A Mixed Methods Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	High School Writing Experiences, Writing Self-efficacy, and Composing from Multiple Sources: A Mixed Methods Study./
作者:	Massengill, Sonya Ammons.
面頁冊數:	254 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
Contained By:	Dissertation Abstracts International76-11A(E).
標題:	Curriculum development. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3710654
ISBN:	9781321866377

High School Writing Experiences, Writing Self-efficacy, and Composing from Multiple Sources: A Mixed Methods Study.
Massengill, Sonya Ammons.

High School Writing Experiences, Writing Self-efficacy, and Composing from Multiple Sources: A Mixed Methods Study. - 254 p.

Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.

Thesis (Ph.D.)--North Carolina State University, 2015.

This study used a convergent parallel mixed methods design to explore the relationships between first-year college students' high school writing experiences, their writing self-efficacy, and their preparation for composing from multiple sources, a skill essential to the research-based writing commonly assigned at the college level. Using a sample of over 500 students in first-year writing courses at a large university in the Southeast, the researcher collected quantitative survey data about students' high school writing experiences and their writing self-efficacy. Concurrently, the researcher collected qualitative essay data requiring students (n = 57) in a subset of three participating classrooms to synthesize information from multiple sources to generate an original argument.

ISBN: 9781321866377Subjects--Topical Terms:

684418
Curriculum development.

High School Writing Experiences, Writing Self-efficacy, and Composing from Multiple Sources: A Mixed Methods Study.
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245 1 0 $a High School Writing Experiences, Writing Self-efficacy, and Composing from Multiple Sources: A Mixed Methods Study.
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500 $a Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
500 $a Adviser: Carl A. Young.
502 $a Thesis (Ph.D.)--North Carolina State University, 2015.
520 $a This study used a convergent parallel mixed methods design to explore the relationships between first-year college students' high school writing experiences, their writing self-efficacy, and their preparation for composing from multiple sources, a skill essential to the research-based writing commonly assigned at the college level. Using a sample of over 500 students in first-year writing courses at a large university in the Southeast, the researcher collected quantitative survey data about students' high school writing experiences and their writing self-efficacy. Concurrently, the researcher collected qualitative essay data requiring students (n = 57) in a subset of three participating classrooms to synthesize information from multiple sources to generate an original argument.
520 $a Descriptive statistics, factor analysis, and cluster analysis were used to identify types of high school writing experiences. The researcher then used one-way analysis of variance (ANOVA) tests to compare writing self-efficacy scores with types of high school writing experiences. To develop an understanding of associations between high school writing experiences, writing self-efficacy, and differences in students' ability to compose from multiple sources, a subset of the essays (n = 8) was then used for qualitative analysis.
520 $a This study found four different types of high school writing experiences and concluded that those differences were associated with small but significant differences in students' writing self-efficacy. Students in Cluster 1 (Intensive Writing group group), whose twelfth-grade writing experiences included more frequent academic writing, as well as more narrative, creative and business writing tasks, than other groups reported the highest writing self-efficacy. Cluster 2 students (Academic Writing group), who were frequently assigned academic writing, but rarely assigned narrative, creative, or business writing tasks, did not differ significantly in writing self-efficacy from Cluster 1 students. Cluster 3 students (Infrequent Writing group), who were assigned writing tasks least often in high school, and Cluster 4 students (Writing to Demonstrate Knowledge group), whose twelfth-grade writing was dominated by tasks such as short answer, copying text, and completing worksheets, demonstrated the lowest writing self-efficacy.
520 $a Open coding of 57 essays revealed five major skills associated with students' success in composing from multiple sources: Selection, Evaluation, Organization, Connection, and Documentation. Further qualitative analysis of essays purposefully selected on the basis of students' high school writing experiences and writing self-efficacy revealed four approaches to the writing task: Out-of-Control Essays; Source-Dominated Essays; Writer-Dominated Essays; and Conversation-Dominated Essays. Students with the highest writing self-efficacy consistently wrote stronger essays than students with lower writing self-efficacy. While students in the Intensive and Academic Writing clusters all wrote essays in which their own arguments dominated, high- and low-writing self-efficacy students from these clusters moved beyond out-of-control and report-like essays. Only two students moved beyond synthesizing sources to support their own arguments to engage in a conversation with their sources. The fact that the conversation-dominated essays were written by high self-efficacy students from the Infrequent and Writing to Demonstrate Knowledge clusters suggests the complexity of factors that contribute to developing the skills needed for composing from multiple sources at the college level.
520 $a The lack of information about the relationship between high school writing experiences and preparation for the kinds of writing frequently assigned at the college level has constituted an important gap in the research literature. This study provides useful information for high school and college writing instructors and should lead to improved teaching practices to prepare more students for the challenges of college-level writing.
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