Charles A Macarthur
Biographic Data
| ID | 4865118 |
|---|---|
| NAME | Charles A Macarthur |
| GIVEN NAMES | Charles A |
| FAMILY NAME | Macarthur |
| SIGNATURE | MACARTHUR C A |
| AFFILIATIONS | University of Delaware |
| ORCID | 0000-0002-7202-5536 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Yearlong Genre-Based Writing Instruction in the Middle Grades
This study investigated associations between a yearlong genre-based writing curriculum and students’ writing and self-efficacy outcomes. The curriculum had two stages: first, teaching genre elements without requiring use of sources and citations, and then integrating information from readings. Participants included 340 students and 3 teachers across 6th to 8th grades in a rural Title I middle school. Using a quasi-experimental, one-group pretest–…
Utility value of improving writing skills for adult basic education students
Motivational research identifies utility value, or the importance of a learning task to future goals, as central to motivation to learn. This study analyzed survey data ( N = 86) collected from adult literacy learners to examine their utility value of writing improvement in grammar and spelling skills, word processing skills, and planning, drafting, and revising skills. Findings revealed that participants had a high utility value of improving wri…
Writing Motivation of College Students in Basic Writing and First-Year Composition Classes
The purpose of the study was to validate a writing motivation questionnaire that consists of four scales for first-year college writers—students with low writing skills in basic writing classes and students in typical first-year composition (FYC)—to investigate differences between these two groups and to examine the relationship of motivational constructs with writing quality. Participants were 371 college students (142 in basic writing classes a…
The challenges of writing from sources in college developmental courses
This project includes the data and the analysis materials for the manuscript entitled "The Challenges of Writing from Sources in College Developmental Courses: Self-Regulated Strategy Instruction," which is in press at Journal of Educational Psychology
Effects of genre-based writing professional development on K to 2 teachers' confidence and students’ writing quality
The purpose of this study was to design and evaluate the feasibility of a writing professional development (PD) model and its effects on primary grade teachers' confidence and on students' writing quality. Participants were 17 teachers across two sites in a rural district, administrators, and 422 students across grades K to 2. A design based research was employed with students responding to three genres across five times with no control group uti…
Strategy instruction with self-regulation in college developmental writing courses
Elementary teachers’ perceptions of automated feedback and automated scoring
College Student Writers' Use and Modification of Planning and Evaluation Strategies After a Semester of Instruction
The purpose of this study was to investigate how students in a developmental writing course at a community college used and adapted cognitive writing strategies learned in the course. The students participated in a funded research project for the development and evaluation of a writing curriculum based on self‐regulated strategy instruction. The authors investigated students’ application of the planning and revising strategies using think‐aloud p…
The Effects of Giving Feedback on the Persuasive Writing of Fourth- and Fifth-Grade Students
Peer review is a reciprocal process in which writers both give and receive feedback. Both activities may contribute to student learning; however, few studies have examined the effects of giving feedback separately. The purpose of this study was to examine the effects of giving feedback on the quality of the reviewers’ own persuasive writing. Fourth- and fifth-grade students (n = 145) received training in evaluation using genre-specific criteria. …
Learning by reviewing.
Peer review of writing provides an alternative to the traditional approach of practicing writing with feedback from an instructor. Most of the limited research on peer review has examined the general effects or focused on the effects of receiving feedback from peers. The current study focused on the effects of giving feedback, that is, on whether students learn to write better by reviewing peer writing. Sixty-one undergraduate students were rando…
Student revision with peer and expert reviewing
A Peer Editor Strategy
This study investigated the effectiveness of an approach to improving revising skills that integrated strategy instruction, peer response, and word processing. Seventh and eighth grade students with learning disabilities were taught a systematic strategy for working in pairs to help each other revise their writing. The strategy was designed to guide students in both the social and cognitive aspects of response and revision. Cognitive support incl…
The Effects of Giving Feedback on the Persuasive Writing of Fourth- and Fifth-Grade Students
Peer review is a reciprocal process in which writers both give and receive feedback. Both activities may contribute to student learning; however, few studies have examined the effects of giving feedback separately. The purpose of this study was to examine the effects of giving feedback on the quality of the reviewers’ own persuasive writing. Fourth- and fifth-grade students (n = 145) received training in evaluation using genre-specific criteria. …
A Peer Editor Strategy
This study investigated the effectiveness of an approach to improving revising skills that integrated strategy instruction, peer response, and word processing. Seventh and eighth grade students with learning disabilities were taught a systematic strategy for working in pairs to help each other revise their writing. The strategy was designed to guide students in both the social and cognitive aspects of response and revision. Cognitive support incl…
Student revision with peer and expert reviewing
Learning by reviewing.
Peer review of writing provides an alternative to the traditional approach of practicing writing with feedback from an instructor. Most of the limited research on peer review has examined the general effects or focused on the effects of receiving feedback from peers. The current study focused on the effects of giving feedback, that is, on whether students learn to write better by reviewing peer writing. Sixty-one undergraduate students were rando…
The Effects of Giving Feedback on the Persuasive Writing of Fourth- and Fifth-Grade Students
Peer review is a reciprocal process in which writers both give and receive feedback. Both activities may contribute to student learning; however, few studies have examined the effects of giving feedback separately. The purpose of this study was to examine the effects of giving feedback on the quality of the reviewers’ own persuasive writing. Fourth- and fifth-grade students (n = 145) received training in evaluation using genre-specific criteria. …
College Student Writers' Use and Modification of Planning and Evaluation Strategies After a Semester of Instruction
The purpose of this study was to investigate how students in a developmental writing course at a community college used and adapted cognitive writing strategies learned in the course. The students participated in a funded research project for the development and evaluation of a writing curriculum based on self‐regulated strategy instruction. The authors investigated students’ application of the planning and revising strategies using think‐aloud p…
Elementary teachers’ perceptions of automated feedback and automated scoring
Strategy instruction with self-regulation in college developmental writing courses
Writing Motivation of College Students in Basic Writing and First-Year Composition Classes
The purpose of the study was to validate a writing motivation questionnaire that consists of four scales for first-year college writers—students with low writing skills in basic writing classes and students in typical first-year composition (FYC)—to investigate differences between these two groups and to examine the relationship of motivational constructs with writing quality. Participants were 371 college students (142 in basic writing classes a…
The challenges of writing from sources in college developmental courses
This project includes the data and the analysis materials for the manuscript entitled "The Challenges of Writing from Sources in College Developmental Courses: Self-Regulated Strategy Instruction," which is in press at Journal of Educational Psychology
Effects of genre-based writing professional development on K to 2 teachers' confidence and students’ writing quality
The purpose of this study was to design and evaluate the feasibility of a writing professional development (PD) model and its effects on primary grade teachers' confidence and on students' writing quality. Participants were 17 teachers across two sites in a rural district, administrators, and 422 students across grades K to 2. A design based research was employed with students responding to three genres across five times with no control group uti…
Utility value of improving writing skills for adult basic education students
Motivational research identifies utility value, or the importance of a learning task to future goals, as central to motivation to learn. This study analyzed survey data ( N = 86) collected from adult literacy learners to examine their utility value of writing improvement in grammar and spelling skills, word processing skills, and planning, drafting, and revising skills. Findings revealed that participants had a high utility value of improving wri…
Yearlong Genre-Based Writing Instruction in the Middle Grades
This study investigated associations between a yearlong genre-based writing curriculum and students’ writing and self-efficacy outcomes. The curriculum had two stages: first, teaching genre elements without requiring use of sources and citations, and then integrating information from readings. Participants included 340 students and 3 teachers across 6th to 8th grades in a rural Title I middle school. Using a quasi-experimental, one-group pretest–…
Mathematics education (11 works) · Psychology (11 works) · Writing and Handwriting Education (9 works) · Innovative Teaching and Learning Methods (7 works) · Pedagogy (7 works) · Computer Science (6 works) · Quality (philosophy) (4 works) · Student Assessment and Feedback (4 works) · Developmental psychology (3 works) · Linguistics (3 works)