Literaturnachweis - Detailanzeige
| Autor/in | Roderick, Ryan |
|---|---|
| Titel | Self-Regulation and Rhetorical Problem Solving: How Graduate Students Adapt to an Unfamiliar Writing Project |
| Quelle | In: Written Communication, 36 (2019) 3, S.410-436 (27 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0741-0883 |
| DOI | 10.1177/0741088319843511 |
| Schlagwörter | Graduate Students; Writing (Composition); Writing Processes; Problem Solving; Proposal Writing; Research Proposals; Writing Strategies; Rhetoric; Transfer of Training |
| Abstract | Research on writing and transfer has shown that writers who have sophisticated rhetorical knowledge are well equipped to adapt to new situations, yet less attention has been paid to how a writer's adaptability is influenced by their writing processes. Drawing on Zimmerman's sociocognitive theory of self-regulation, this study compared the writing processes taken up by graduate student writers composing a research proposal for their final project in a tutor-training practicum. Findings from process logs, interviews, and drafts differentiated self-regulation strategies associated with varying degrees of success. The more successful writers framed problems in terms of potential solutions, used problems to set goals, and reacted to problems by creating a narrative of progress; in contrast, less successful writers avoided problems or framed them as dead-ends. Compared to the less successful writers, the more successful writers concluded the project with robust knowledge about research proposal writing. These findings suggest that self-regulation strategies may be linked to an ability to develop rhetorical knowledge and practices in the face of challenging writing situations. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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