Students are doing it for themselves – ‘the problem-oriented problem’ in academic writing in the humanities

Performance, Feedback, and Revision: Metacognitive Approaches to Undergraduate Essay Writing

“…However, Torrance et al (1994) argue that the number of drafts is more an indication of students' writing strategies than the quality of the essays produced. Nevertheless, Knudson (2014) asserts that, "Students' conceptions of learning, activity and writing seem to be highly influential in learning outcomes in higher education" (p. 1842; see also Otting, Zwaal, Tempelaar, & Gijselaers, 2010;Lizzio, Wilson, & Simons, 2002;Campbell et al, 1998. The students who participated in this essaywriting project experienced an increase in their perceptions of value of the revision process, and particularly revision through careful and critical feedback. In their assessment of essays, students were encouraged to think about how the papers could be revised to strengthen various aspects of the essays under evaluation.…”

“…Scholars from various disciplines have investigated topics as diverse as the discrepancies between instructor and student expectations for assessment, the different stylistic conventions of writing across disciplinary and institutional boundaries, student perceptions of the value of essay writing, problemoriented collaborative writing projects in the humanities, the prevalence of plagiarism, the ethics and efficacy of third-party proof-reading, and the relative value of study skill manuals for improving writing skills and competencies. Although the essay occupies a central place in university assessment, a number of scholars have commented on the lack of attention devoted to essay writing in the scholarship of teaching and learning (e.g., Campbell et al, 1998;Court, 2014;Hounsell, 2005;Knudson, 2014;McCune, 2004;Norton, 1990). Hounsell (2005) exclaims, "as a learning activity, essay-writing remains virtually uncharted territory" (p. 109).…”

“…There have been significant contributions to research on essay writing in the last two decades (e.g., Angelova & Riatzantseva, 1999;Beaufort, 2004;Casanave, 2002;Harwood, Austin, & Macaulay, 2012;Knudson, 2014;Leki, 2007;Lillis, 2001;Mahalski, 1992;Pecorari, 2008;Sternglass, 1997). Scholars from various disciplines have investigated topics as diverse as the discrepancies between instructor and student expectations for assessment, the different stylistic conventions of writing across disciplinary and institutional boundaries, student perceptions of the value of essay writing, problemoriented collaborative writing projects in the humanities, the prevalence of plagiarism, the ethics and efficacy of third-party proof-reading, and the relative value of study skill manuals for improving writing skills and competencies.…”

“…McCune (2004) points to the lack of research between essay writing, student perceptions, and learning outcomes. Knudson (2014) notes that few studies have investigated how students conceptualize the process of essay writing and how they develop competencies over time. Court, (2014) asserts that the link between assessment and writing skills has not been widely studied (p. 327).…”

“…A clear, accessible, and transparent approach to essay writing in their first year, reinforced by a scaffolded program of writing development over the course of the three to four year program, significantly increases the conditions of student success (e.g., Knudson, 2014;Torrance, Thomas, & Robinson, 2000;Woodward-Kron, 2007). 1 CEGEP (Collège d'enseignement général et professionnel) is a publicly funded college program in the province of Quebec, Canada.…”