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Self-Regulation and Rhetorical Problem Solving: How Graduate Students Adapt to an Unfamiliar Writing Project
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Roderick, Ryan – Written Communication, 2019
Research on writing and transfer has shown that writers who have sophisticated rhetorical knowledge are well equipped to adapt to new situations, yet less attention has been paid to how a writer's adaptability is influenced by their writing processes. Drawing on Zimmerman's sociocognitive theory of self-regulation, this study compared the writing…
Descriptors: Graduate Students, Writing (Composition), Writing Processes, Problem Solving
Learning How to Ask Writing Questions with Rhetorical Reflections
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Jankens, Adrienne – Composition Forum, 2019
Positioned within our field's work on supporting transfer of writing-related knowledge through careful course design, this article describes the development of a pedagogical intervention designed to help students identify knowledge gaps and pose questions about rhetoric and genre. Below, I tell the story of a 2012 teacher research study that…
Descriptors: Questioning Techniques, Rhetoric, Essays, Freshman Composition
Tracking the Sustainable Development of WAC Programs Using Sustainability Indicators: Limitations and Possibilities
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Cox, Michelle; Galin, Jeffrey R. – Across the Disciplines, 2019
"Sustainable WAC: A Whole Systems Approach to Launching and Developing Writing Across the Curriculum Programs" (Cox, Galin, & Melzer, 2018a) lays out a systematic whole systems approach to program development that draws on complexity theories and integrates the use of sustainability indicators (SIs) for monitoring and assessing…
Descriptors: Writing Across the Curriculum, Sustainability, Holistic Approach, Program Development
Discovery through Writing: Relationships with Writing Processes and Text Quality
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Baaijen, Veerle M.; Galbraith, David – Cognition and Instruction, 2018
This study compares a problem-solving account of discovery through writing, which attributes discovery to strategic rhetorical planning and assumes discovery is associated with better quality text, to a dual-process account, which attributes discovery to the combined effect of 2 conflicting processes with opposing relationships to text quality.…
Descriptors: Writing Processes, Writing Strategies, Metacognition, Correlation
Understanding EFL Students' Development of Self-Regulated Learning in a Process-Oriented Writing Course
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Lam, Ricky – TESOL Journal, 2015
This article describes a study which investigated how explicit strategy instruction may shape student use of metacognitive knowledge and in what ways this knowledge promotes self-regulation in the learning of writing. From a class of a 2-year associate degree programme in Hong Kong, which experienced a 15-week process-oriented writing course…
Descriptors: Undergraduate Students, Learning Strategies, English (Second Language), Second Language Learning
Students' Reflection on Online Self-Correction and Peer Review to Improve Writing
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Yang, Yu-Fen – Computers & Education, 2010
Reflection is considered as a mental process of an individual's internal problem-solving activity and rarely observed in face-to-face instruction. As a consequence, students have few opportunities to observe and learn from each other. This study aimed to arouse students' reflection on both self-correction (one's own problem-solving process in…
Descriptors: Undergraduate Students, Peer Evaluation, Writing Processes, Problem Solving