Does Hope Matter? The Influence of Dispositional Hope on Persistence in a Developmental Writing Course

2018 ◽

Vol 19 (2) ◽

Author(s):

James Pacello

Keyword(s):

Process Approach ◽

Developmental Writing ◽

Student Experiences ◽

Future Research ◽

Actual Process ◽

Writing Courses ◽

College Classrooms ◽

Writing Course ◽

Process Oriented ◽

Writing Culture

Many developmental writing courses in colleges focus on teaching students isolated skills, with little emphasis on how such skills are applicable to the actual process of writing. This article focuses on capturing the perspectives of students enrolled in a developmental writing course designed around an explicit process-oriented pedagogy. The instructor assigned metacognitive tasks and aimed to be transparent with students about the purpose of all course activities and assignments. The findings point to the various ways students can learn to value and use a process approach when writing. The paper concludes with recommendations for helping both instructors and institutions foster a process-oriented writing culture in college classrooms. It also points to future research possibilities.

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SECOND- CHANCE PEDAGOGY: Integrating College- Level Skills and Strategies into a Developmental Writing Course

Sixteen Teachers Teaching: Two-Year College Perspectives ◽

10.7330/9781607329305.c015 ◽

2020 ◽

pp. 221-242

Author(s):

Joanne Bird Giordano

Keyword(s):

Developmental Writing ◽

College Level ◽

Writing Course ◽

Second Chance

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Relationship Between the Use of Online Courseware and Achievement in a Developmental Writing Course

International Journal of Mobile and Blended Learning ◽

10.4018/ijmbl.2020040102 ◽

2020 ◽

Vol 12 (2) ◽

pp. 16-32

Author(s):

Christine Leow ◽

Yun Jin Rho ◽

Ross Metusalem ◽

Sara Kasper

Keyword(s):

Student Achievement ◽

Blended Learning ◽

Preliminary Evidence ◽

California State University ◽

Developmental Writing ◽

Confounding Factors ◽

State University ◽

Class Time ◽

Writing Course ◽

Multi Level

A consistent challenge of implementing blended learning is the support that students should receive when using online courseware outside of class time. For blended learning to be successful in terms of student learning, the online courseware would need to be able to support the learning of students outside of class time. An interactive, digital courseware was used for a developmental writing course at California State University - Bakersfield. The main goal of this study was to gather evidence to determine if the use of this online courseware was associated with higher student achievement within a blended learning environment. After controlling for confounding factors, a multi-level regression was used to determine the contribution of courseware usage to student achievement, which was measured by a final writing exam. The number of writing topics completed by students in the courseware was found to be positively related to their exam scores. This provides preliminary evidence that the online courseware with certain interactive features can be supportive of learning outside of class.

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A Design for a Developmental Writing Course for Academically Underprepared Black Students

Journal of Basic Writing ◽

10.37514/jbw-j.1976.1.2.03 ◽

1976 ◽

Vol 1 (2) ◽

pp. 20-30

Author(s):

Dianna S. Campbell ◽

Terry Ryan Meier

Keyword(s):

Black Students ◽

Developmental Writing ◽

Academically Underprepared ◽

Writing Course

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Student Response to a Corequisite Pilot Program: A Retrospective

10.36896/1.2fa2 ◽

2018 ◽

Vol 1.2 (Volume 1, Issue 2) ◽

pp. 18-23

Keyword(s):

Developmental Education ◽

Student Perceptions ◽

Developmental Writing ◽

Student Response ◽

First Semester ◽

Composition Course ◽

Qualitative Survey ◽

Writing Course ◽

Central Texas ◽

Placement Exam

This retrospective article presents the results of a pilot study on student perceptions of a corequisite model for devel- opmental writing. Qualitative survey data was collected at the beginning, middle, and end of Fall 2013 at a large public university in central Texas. A total of 21 students participated in this study. Eleven students who were near the cut-off for the placement exam were enrolled in a first-semester composition course with other students who placed directly into first-semester composition. These 11 students also agreed to meet outside of the composition classroom at a set time for the corequisite course. Another ten students who were near the cut-off for the placement exam were placed in a tra- ditional 16-week developmental writing course that served as a control. Responses were analyzed using coding practices outlined by Saldaña (2009), including initial coding, categorizing, and theming. Themes that emerged in the responses of students enrolled in the traditional 16-week developmental writing course included the following: (a) this course is pointless/a waste, (b) mismatch between placement and self-perception, and (c) transferability. Themes that emerged in the responses of students enrolled in the corequisite model included the following: (a) a lot is riding on success in the corequisite composition course, (b) unsure/nervous about expectations, and (c) improved self-efficacy at the end of the course. The major implication of this study is the importance of including student voices in the implementation of models for developmental education.

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