The United States is poised to infuse writing into the K-16 curriculum. The Common Core State Standards have been adopted by 46 states and the English Language Arts and Literacy Standards set benchmarks for literacy in history/social studies, the sciences, and technical coursework (Common Core State Standards Initiative, 2010). The purpose of this retrospective, exploratory study is to understand the motivation of a random sample of 50 graduate students enrolled in educator preparatory programs at our state university with regard to why these students chose to rewrite an assignment. More specifically, the research question is: What motivates graduate students enrolled in educational licensure programs to rewrite an assignment and how do such students perceive the input of instructor feedback on their written work? Data were collected via a voluntary, anonymous, student questionnaire. Data analysis was thematic, using rereading to identify themes emerging from the data (Braun & Clarke, 2006). Findings suggest that integrating the teaching of writing into school licensure programs and providing focused, detailed instructor feedback is helpful to guiding students to revise and improve their writing.
Gimbel, P. & Mills, D. (2013). The Value of Rewriting in Graduate Educator Preparatory Programs. International Journal of Teaching and Learning in Higher Education, 25(2), 189-199.
Virtual Commons Citation
Gimbel, Phyllis and Mills, Davis (2013). The Value of Rewriting in Graduate Educator Preparatory Programs. In Secondary Education and Professional Programs Faculty Publications. Paper 20.
Available at: https://vc.bridgew.edu/second_ed_fac/20