Self-regulation in expository writing.
Item
-
Title
-
Self-regulation in expository writing.
-
Identifier
-
AAI8821105
-
identifier
-
8821105
-
Creator
-
Marcus, Maxine M.
-
Contributor
-
Adviser: Barry J. Zimmerman
-
Date
-
1988
-
Language
-
English
-
Publisher
-
City University of New York.
-
Subject
-
Education, Curriculum and Instruction | Education, Educational Psychology | Education, Language and Literature
-
Abstract
-
Students' ability to self-regulate their learning, to initiate, plan, and direct their own educational experiences, was examined within the context of expository writing. The composing process was examined for evidence of behaviors demonstrating self-control with subjects of three age groups (5th, 8th, and 11th grade students) and two writing ability levels (Good and Poor). It was theorized that, eventually, it might be possible to help writers by teaching those who are younger or less successful the behaviors shown by more successful writers.;An exploratory analysis of a variety of behaviors believed to be related to the writing process was performed. During a brief expository writing task, measures were made of students': (1) Environmental self-control. Students' management of features of their environment, like distractors, time, or equipment. (2) Cognitive self-control. Students' utilization of planning, goal-setting, and management of resources. (3) Response self-control. Students' self-evaluative, self-monitoring processes like review and revision.;The essays were then evaluated, and the self-regulatory behaviors of those who produced Good, Average, or Poor essays were examined. A series of chi square analyses were performed with ANOVA analyses when data as continuous.;A number of behaviors were found to be related to age or ability. Those behaviors found to be most closely related to the composition of better essays were: preparing to write; including a topic sentence; using a dictionary when necessary, spending less time watching the TV; writing longer essays; monitoring the time, and re-reading. The implications of these findings are discussed, and suggestions for educators and for future research are considered.
-
Type
-
dissertation
-
Source
-
PQT Legacy CUNY.xlsx
-
degree
-
Ph.D.
