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ERIC Number: EJ1338097
Record Type: Journal
Publication Date: 2021
Pages: N/A
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1522-7502
EISSN: N/A
Correlating What We Know: A Mixed Methods Study of Reflection and Writing in First-Year Writing Assessment
Pruchnic, Jeff; Barton, Ellen; Primeau, Sarah; Trimble, Thomas; Varty, Nicole; Foster, Tanina
Composition Forum, v47 Fall 2021
Over the past two decades, reflective writing has occupied an increasingly prominent position in composition theory, pedagogy, and assessment as researchers have described the value of reflection and reflective writing in college students' development of higher-order writing skills, such as genre conventions (Yancey, "Reflection"; White). One assumption about the value of reflection has been that skill in reflective writing also has a positive connection with lower-order writing skills, such as sentence-level conventions of academic discourse. However, evidence to confirm this assumption has been limited to small qualitative studies or deferred to future longitudinal research (Downs and Wardle). In the mixed methods assessment study presented here, we first investigated this assumption empirically by measuring the relationship between evaluative skills embedded in the genre of reflective writing and lower-order writing skills that follow sentence-level conventions of academic discourse. We found a high-positive correlation between reflection and writing assessment scores. We then used qualitative methods to describe key features of higher- and lower-scored reflective essays.
Association of Teachers of Advanced Composition. e-mail: cf@compositionforum.com; Web site: http://compositionforum.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A