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Strategy Instruction with Self-Regulation in College Developmental Writing Courses: Results from a Randomized Experiment
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MacArthur, Charles A.; Traga Philippakos, Zoi A.; May, Henry; Compello, Jill – Journal of Educational Psychology, 2022
The article presents the results of a randomized experimental study of a writing curriculum for college developmental writing courses based on strategy instruction with self-regulation integrated with practices common in college composition. Students in a full semester course learned strategies for planning and revising based on rhetorical…
Descriptors: Metacognition, Self Efficacy, Grammar, Student Motivation
The Effects of Content and Audience Awareness Goals for Revision on the Persuasive Essays of Fifth- and Eighth-Grade Students
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Midgette, Ekaterina; Haria, Priti; MacArthur, Charles – Reading and Writing: An Interdisciplinary Journal, 2008
The purpose of the study was to investigate the effects of revising goals focused on content and audience awareness on the persuasive writing of fifth- and eighth-grade students. Students were randomly assigned to three different goal conditions: a general goal; a goal to improve content; and a goal to improve content and communication with an…
Descriptors: Audience Awareness, Persuasive Discourse, Audiences, Essays
The Effects of Peer-Assisted Sentence-Combining Instruction on the Writing Performance of More and Less Skilled Young Writers
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Saddler, Bruce; Graham, Steve – Journal of Educational Psychology, 2005
Mastering sentence-construction skills is essential to learning to write. Limited sentence-construction skills may hinder a writer's ability to translate ideas into text. It may also inhibit or interfere with other composing processes, as developing writers must devote considerable cognitive effort to sentence construction. The authors examined…
Descriptors: Grammar, Sentence Structure, Writing Instruction, Writing (Composition)
Effects of Goal Setting and Procedural Facilitation on the Revising Behavior and Writing Performance of Students with Writing and Learning Problems.
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Graham, Steve; And Others – Journal of Educational Psychology, 1995
The effects of a revising goal to "add information" on revising behavior and writing performance were examined for 70 5th and 6th graders. Students assigned the goal made more meaning-based changes and produced improved text quality. Procedural assistance did not appreciably enhance revising behavior or text quality. (SLD)
Descriptors: Change, Elementary Education, Elementary School Students, Grade 5
Effects of a Reciprocal Peer Revision Strategy in Special Education Classrooms.
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MacArthur, Charles A.; And Others – Learning Disabilities Research and Practice, 1991
Intermediate grade students with learning disabilities learned to work in pairs to help each other with editing and revising of their compositions. The 13 subjects made more revisions and produced papers of higher quality when revising with peer support than did 16 students in a process-approach control group. (Author/JDD)
Descriptors: Cooperative Learning, Instructional Effectiveness, Intermediate Grades, Learning Disabilities
Teaching Children about Revision in Writing.
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Fitzgerald, Jill; Markham, Lynda R. – 1987
A study investigated the effects of direct instruction in the process of revision on students' knowledge of the revision process, their ability to make revisions on paper, and the quality of their writing. Subjects, 30 sixth grade students, were divided into an experimental and a control group. The experimental group received instruction in the…
Descriptors: Grade 6, Intermediate Grades, Knowledge Level, Learning Processes