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Preparing the developmental English ...

Alden, Donna J.

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Preparing the developmental English student: Their perceptions of their writing skills.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Preparing the developmental English student: Their perceptions of their writing skills./
作者:	Alden, Donna J.
面頁冊數:	204 p.
附註:	Source: Dissertation Abstracts International, Volume: 69-01, Section: A, page: 0204.
Contained By:	Dissertation Abstracts International69-01A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3296150
ISBN:	9780549411307

Preparing the developmental English student: Their perceptions of their writing skills.
Alden, Donna J.

Preparing the developmental English student: Their perceptions of their writing skills. - 204 p.

Source: Dissertation Abstracts International, Volume: 69-01, Section: A, page: 0204.

Thesis (Ph.D.)--New Mexico State University, 2007.

The research question that guided this study is this: How do developmental English students view themselves as writers, and does that perception change as a result of completing a developmental English class?

ISBN: 9780549411307Subjects--Topical Terms:

1018008
Education, Community College.

Preparing the developmental English student: Their perceptions of their writing skills.
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245 1 0 $a Preparing the developmental English student: Their perceptions of their writing skills.
300 $a 204 p.
500 $a Source: Dissertation Abstracts International, Volume: 69-01, Section: A, page: 0204.
500 $a Adviser: Karin Wiburg.
502 $a Thesis (Ph.D.)--New Mexico State University, 2007.
520 $a The research question that guided this study is this: How do developmental English students view themselves as writers, and does that perception change as a result of completing a developmental English class?
520 $a Many students come to colleges across the nation and find that they need college preparatory course work in math, English, or reading. Some students, recent high school graduates, find themselves lacking in specific skills that can help them succeed in college. In addition, some students returning to college later in life or coming to college for the first time find themselves placed into developmental course work because they no longer remember the rules and structures that govern performance in math and English.
520 $a The goal of this longitudinal study was two fold. First, I examined student perceptions of themselves as writers upon completion of a developmental English class; second, I examined student perceptions of themselves as writers after a two-year time span after they had completed much of their degree course work. I ultimately wanted to explore what meaning and significance the students made of their experience in developmental English.
520 $a Based on the data collected through student written work and student follow-up interviews, I concluded the following. Most students initially placed into a developmental English class have very little confidence in their writing abilities. They are fearful of being unable to meet the composition standards. At the beginning of the course, they apply their high school experiences to develop a framework of expectations that focuses on grammar teaching and worksheet activities, and they are surprised to find that the course instead focuses on higher order problem solving skills. However, after two years of rigorous course work and adjusting to the culture of college, the students' perceptions of themselves as writers evolved. While some still did not have strong self-images, they did admit to being "better" writers or "good" writers. They no longer feared writing, and they felt confident to tackle long, written assignments when required in other classes. It is apparent that taking the developmental English course, albeit inconvenient and an expense, was well worth it in terms of the students' change of perceptions about themselves as well as the task of writing.
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791 $a Ph.D.
792 $a 2007
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