What is it about?
University and college students often express dismay about the grade they receive on a paper. In this essay, we review a series of short classroom interventions designed to improve students' writing skills, with a specific focus on the role that self-regulation plays in the drafting and revision process. We found that students in a leadership class shifted from a fixed mindset about writing to a growth mindset over one semester period, that is, they began to believe that they could improve with effort. We also provide some suggestions about how to teach revision.
Featured Image
Why is it important?
According to the American Association of Colleges and Universities, 90% of hiring managers believe that oral and written communication skills are very important for recent grads (https://www.aacu.org/research/2018-future-of-work/summaries), yet students still struggle to develop effective written communication. These simple interventions can make a difference for student learning.
Perspectives
As a management professor, I never felt qualified to "teach writing," yet I continually noticed that many of my students didn't possess the writing skills they needed to be successful in the workplace. My partnership with Mark Feltham, a communication professor, helped me see that there were simple interventions that could make a difference for my students, and that I didn't need to be an English or Communication professor to ensure a successful intervention.
Colleen M. Sharen
Brescia University College
Read the Original
This page is a summary of: “What Do You Mean I Wrote a C Paper?” Writing, Revision, and Self-Regulation, Collected Essays on Learning and Teaching, June 2015, University of Windsor Leddy Library,
DOI: 10.22329/celt.v8i0.4259.
You can read the full text:
Resources
Contributors
The following have contributed to this page
