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The Challenges of Writing from Sources in College Developmental Courses: Self-Regulated Strategy Instruction

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Title: The Challenges of Writing from Sources in College Developmental Courses: Self-Regulated Strategy Instruction
Language: English
Authors: MacArthur, Charles A. (ORCID 0000-0002-7202-5536), Traga Philippakos, Zoi A., May, Henry, Potter, Andrew, Van Horne, Sam, Compello, Jill
Source: Journal of Educational Psychology. Jul 2023 115(5):715-731.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 17
Publication Date: 2023
Sponsoring Agency: Department of Education (ED)
Contract Number: R305A160242
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Two Year Colleges
Descriptors: Writing Instruction, Metacognition, Remedial Instruction, Outcome Measures, National Competency Tests, Writing Strategies, Essays, Persuasive Discourse, Comparative Analysis, Critical Reading, Notetaking, Writing Tests, Student Motivation, Community Colleges, Community College Students, Learning Strategies, College Faculty, Citations (References), Reading Tests, Reading Comprehension, Student Attitudes
Assessment and Survey Identifiers: National Assessment of Educational Progress
DOI: 10.1037/edu0000805
ISSN: 0022-0663
1939-2176
Abstract: The purpose of this study was to evaluate the efficacy of a curriculum based on self-regulated strategy instruction in college developmental writing courses. Prior research that had found large effects on the 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 two community colleges and 187 students. Outcome measures included quality of argumentative writing with sources, a summary scored for inclusion of main ideas and overall quality, a motivation questionnaire, a writing test from the National Assessment of Educational Progress (NAEP), Accuplacer Reading, and observations and interviews. Using hierarchical linear modeling, positive effects were found on all primary outcomes: quality of argumentative writing with sources (p < 0.01; ES = +0.53), and on the quality (p < 0.05; ES = +0.30) and inclusion of main ideas (p < 0.05; ES = +0.31) on the summary. No detectable effects were found on secondary outcomes: the NAEP test, reading, or motivation.
Abstractor: As Provided
Notes: https://osf.io/6juqy
IES Funded: Yes
Entry Date: 2023
Accession Number: EJ1384882
Database: ERIC
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  Data: The purpose of this study was to evaluate the efficacy of a curriculum based on self-regulated strategy instruction in college developmental writing courses. Prior research that had found large effects on the 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 two community colleges and 187 students. Outcome measures included quality of argumentative writing with sources, a summary scored for inclusion of main ideas and overall quality, a motivation questionnaire, a writing test from the National Assessment of Educational Progress (NAEP), Accuplacer Reading, and observations and interviews. Using hierarchical linear modeling, positive effects were found on all primary outcomes: quality of argumentative writing with sources (p &lt; 0.01; ES = +0.53), and on the quality (p &lt; 0.05; ES = +0.30) and inclusion of main ideas (p &lt; 0.05; ES = +0.31) on the summary. No detectable effects were found on secondary outcomes: the NAEP test, reading, or motivation.
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        Value: 10.1037/edu0000805
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 715
    Subjects:
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Metacognition
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      – SubjectFull: Remedial Instruction
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      – SubjectFull: Writing Strategies
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      – SubjectFull: National Assessment of Educational Progress
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      – TitleFull: The Challenges of Writing from Sources in College Developmental Courses: Self-Regulated Strategy Instruction
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