The Contributions of Writing to Learning and Development
Results from a Large-Scale Multi-institutional Study
Bibliographic Data
| ID | 13683402 |
|---|---|
| Authors | Paul B Anderson (Elon University, corresponding author), Paul Anderson (0000-0002-8156-5542, Elon University), Chris M Anson (0000-0002-9799-3111, North Caroline State University), Robert M Gonyea (Indiana University), Charles Paine (University of New Mexicox) |
| Year | 2015 |
| Volume | 50 |
| Issue | 2 |
| Pages | 199-235 |
| Publication date | 2015-11-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Research in the Teaching of English (JOURNAL) |
| Journal identifiers | ISSN: 0034-527X • E-ISSN: 1943-2348 |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.58680/rte201527602 |
| OpenAlex | W2613117514 |
| Language | EN |
| Citations received | 6 |
| References cited | 7 |
Conducted through a collaboration between the Council of Writing Program Administrators(CWPA) and the National Survey of Student Engagement (NSSE), this study identified andtested new variables for examining writing’s relationship to learning and development. EightyCWPA members helped to establish a consensus model of 27 effective writing practices. EightyUS baccalaureate institutions appended questions to the NSSE instrument based on these 27practices, yielding responses from 29,634 first-year students and 41,802 seniors. Confirmatoryfactor analysis identified three constructs: Interactive Writing Processes, Meaning-Making WritingTasks, and Clear Writing Expectations. Regression analyses indicated that the constructs werepositively associated with two sets of established constructs in the regular NSSE instrument “DeepApproaches to Learning (Higher-Order Learning, Integrative Learning, and Reflective Learning)and Perceived Gains in Learning and Development as defined by the institution’s contributionsto growth in Practical Competence, Personal and Social Development, and General EducationLearning” with effect sizes that were consistently greater than those for the number of pageswritten. These were net results after controlling for institutional and student characteristics, aswell as other factors that might contribute to enhanced learning. The study adds three empiricallyestablished constructs to research on writing and learning. It extends the positive impact of writing beyond learning course material to include Personal and Social Development. Although correlational, it can provide guidance to instructors, institutions, accreditors, and other stakeholders because of the nature of the questions associated with the effective writing constructs
Geography · Mathematics education · Pedagogy · Scale (ratio · Sociology · Education and Critical Thinking Development · Educational Assessment and Pedagogy · Psychology · Teacher Education and Leadership Studies
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| Citations per year | 0.86 |
|---|---|
| Citation span | 2019 - 2026 (8) |
| Highly cited | No |