Basic Writers and the Challenges of Writing From Sources: Self-Regulated Strategy Instruction

• In Event: Table 2 (Measuring Writing Competencies)

Abstract

The purpose of the study was to evaluate the efficacy of a curriculum based on self-regulated strategy instruction with college basic writers. Prior research that had found large effects on writing quality for essays without sources was extended to include strategies for critical reading and note-taking, writing summary-response papers, and integrating source information into argumentative essays. This randomized control trial included 23 instructors from 2 community colleges and 187 students. Measures included argumentative essays at pretest (no sources) and posttest (2 sources); a motivation questionnaire pre and post; observations and interviews. Using hierarchical modeling, a positive effect was found on quality of argumentative writing with sources (p<.01; ES=.56). No significant effects were found for the NAEP prompt or motivation.

Authors

• Charles A. Macarthur, University of Delaware

• Zoi A. - Traga Philippakos, University of Tennessee

• Henry May, University of Delaware

• Jill Compello, University of Delaware