Writing as a Process-Based Dynamic: Self-study of Balancing the Practical with the Theoretical

• In Event: Roundtable Session 96
  In Roundtable Session: Writing, Literacy, and Self-Study

Abstract

This self-study examines the use of writing as a process in a university course on literacy assessment and evaluation. Data included five lesson preparatory artifacts (syllabus, calendar of events, centers developed for student engagement, assignments addressing writing, grading system for the writing process), and a reflective journal. A content analysis of the five instructional artifacts revealed varied amounts of writing activities from 7%-36% within the course activities. The analysis of the evaluation of writing across the writing process changed over time. The reflective journal was analyzed using a constant comparative method that revealed five dominant themes: (1) direct instruction; (2) collegial writing (3) writing evaluation; (4) the vagaries of grading; and (5) writing process as a frame of mind.

Authors

• Deborah L. Tidwell, University of Northern Iowa

• Melissa L. Heston, University of Northern Iowa