|TITLE:||THE WRITING PROCESSES OF DEVELOPMENTAL WRITERS|
|PRINCIPLE INVESTIGATOR:||FELICE, AMANDA|
File Created: March 16, 2012|
Department Chair Action Date: April 11, 2012
Current Status: Expired. Final Status Report or Extension Needed.
|Confidentiality||Data are not linked to individuals|
STATEMENT OF PURPOSEThe purpose of my research study is to follow the writing processes of developmental writing students and students in first year composition. I will study the differences in these processes as I track English 100 students through a semester of developmental writing into English 104 the following semester. My research will reveal the changes that occur in the writing processes of Eng 100 students who transition to Eng 104.
STATEMENT OF RESEARCH METHODOLOGYMy research will be conducted in an English 100 and English 104 classroom at Missouri Western State University. I will gather artifact analysis from the group of students. These artifacts will consist of prewrites such as rough drafts, graphic organizers, and any other forms of brainstorming. I will also collect student writing samples as part of my artifact analysis which will include formal essays and final drafts. I will analyze this data to find patterns in students' writing processes. I will also conduct focus groups of three or four students where I will ask questions and receive feedback regarding students’ thought processes while writing. These focus groups will provide me with answers to questions concerning the students’ experience as writers.
ANTICIPATED RISKS AND BENEFITSThe primary risk in my research is the disclosure of student information. In my study, students’ names will be anonymous as well as their grades. Students will also be made aware of the data being collected on them and the nature of my research study in a consent form. I will provide them with a clear understanding of the focqaus groups, artifact analysis, and the confidentiality of their information. Students with identified disabilities will not be asked to participate in the study. My findings will be beneficial to post-secondary composition teachers, particularly teachers of developmental writing. After this study, those who teach developmental writing will be aware of how their students’ writing processes differ and the possible causes for these differences.
SUBJECT SELECTIONThe anticpated number of participants would be a class size of between fifteen and twenty students. Students will be selected based upon their enrollment in Eng 100 and Eng 104.
CONFIDENTIALITYData will be closely monitored by me throughout the course of my study. Students’ names will be anonymous as well as their grades. Students will be tracked by numbers in order to ensure confidentiality.
Amendment on 04-24-2012My previous IRB propsal involved the tracking of Eng 100 students into first year composition (Eng 104) while observing the factors that affect developmental writers (lack of confidence, use of non standard English, and socio-economics) I have narrowed my research to focusing on first year composition students and their confidence level based on teacher feedback. I will have two groups of students. One group will receive positive feedback on their essay from the instructor while the other group will receive neutral feedback from the teacher who will only provide instruction on what the student needs to correct in the paper with no positive or negative comments in reagard to the student's progress.
|Western is accredited by The Higher Learning Commission, a member of the North Central Association of Colleges & Schools (NCA), and is an AQIP Participant.|