The purpose of this study was to develop a model to augment critical thinking and create knowledge through writing in the social sciences of agriculture. Without a conceptual model or a blue-print of writing in the social sciences of agriculture, teaching writing is hard. This study was divided into three phases, and each phase was reported and analyzed using independent research methods. Not only were the data reported as separate sets of findings, but also the data from each phase of the study were synthesized and reported as a mixed-methods study, which was a model to augment critical thinking and create knowledge through writing in the social sciences of agriculture. Five methods were used to collect the data: qualitative theory evaluation, qualitative interviews, qualitative focus groups, Q-sort interviews, and modeling methods. Using the qualitative theory evaluation, the researcher found three prominent theories and seven conceptual models of writing. Each writing theory and conceptual model brought a unique perspective to writing research. In conclusion, the social cognitive theory of writing was the most complete writing theory and the writing proficiency as a complex integrated skill conceptual model was the most complete. Qualitative interviews with eight faculty members in social sciences of agriculture revealed the writing factors that augment critical thinking and create knowledge. The researcher concluded that the ability to present and defend a topic to a variety of public audiences; opportunities for writing repetition; and rich, timely feedback were the writing factors faculty members believed augment critical thinking and create knowledge. The focus group interviews with 15 students in social sciences of agriculture revealed the characteristics of strong writers. The researcher concluded that adapting prose to fit the audience, applying writing to real-world scenarios, developing a strong argument, having a specific voice, and understanding grammar and mechanics should be used to help students develop writing skills. The data from the review of literature, the qualitative interviews, and the qualitative focus groups were used to develop the Q-sort interview statements. Q-sort interviews with four students, three faculty members, and three administrators revealed three factors that define writing in the social sciences of agriculture. The researcher concluded that writing in college courses can be categorized into three categories: writing as a process, writing as an application and a development of thought, and writing as an advanced skill guided by complex reasoning. The data from the first four studies were collapsed to identify the writing factors that augment critical thinking and create knowledge in the social sciences of agriculture. From this data, the researcher developed the model to augment critical thinking and create knowledge through writing in the social sciences of agriculture. Additionally, the researcher concluded there are 12 writing factors that augment critical thinking and create knowledge in the social sciences of agriculture (e.g., using real-world scenarios; researching and understanding how ideas are connected; and presenting and defending agricultural topics to a variety of public audiences).

With the rise of the writing-to-learn (WTL) movement, studies on reflection and implementing reflective writing became key focal points in research on writing across the curriculum (WAC). Scholars from a wide range of disciplines have noted the benefits of implementing genres of writing that prompt students to look back and assess aspects of their own performance and understanding. Other inquiries examine if reflective writing impacts student performance, as well as analyze students' reflective processes and their perceptions of reflection. This investigation represents a continuation and expansion of these different research efforts on reflection across the curriculum. The goal of this work is to gain more knowledge about students' reflective processes and the language that they use to describe reflective thought and action by focusing on multiple, discipline-specific contexts. Through an exploratory study of four courses within two disciplines--English and History--at a large, public university, this work examines the reflective processes and perceptions of students and how their perceptions and processes align with their instructors' expectations. This study suggests that students and instructors in various disciplines have unique and sometimes divergent ways of using and talking about reflection, which presents implications for research on WAC and knowledge transfer. Aligning with the rich body of research in the field, this investigation uses reflection as both a subject of inquiry and a guiding action.

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Graduation date: 2006 / Curricular models and teaching techniques that support college students as the primary authors of their writing-across-the-curriculum experiences remain largely unexplored. This thesis addresses that research gap by investigating the use of a start-of-term writing self-assessment and goal-setting questionnaire (STQ) for upper-division undergraduates taking writing-intensive (WI) college courses in their majors. The tool was piloted in 23 WI sections at Oregon State University during winter term 2004. Feedback obtained through an end-of-term writing self-evaluation showed that students who completed the start-of-term questionnaire tended to take the effort seriously, fill out the questionnaire completely, and use the tool for its intended purposes of reflective self-assessment and goal-setting. Students saw the tool as something that could help them with their writing, and study results suggest that its benefits may have been reinforced by students’ end-of-course review of their STQ responses. Feedback from participating instructors indicated that the tool helped with their teaching as well as their students’ learning, and most instructors planned to continue using the STQ beyond the pilot study. Study results also suggest that the questionnaire can serve as a program-level research and assessment tool, providing WI program administrators and policy-makers with new insights on students’ writing needs and goals. Campus-wide use of the STQ may lead to WI program enhancements, generate new ideas for WI instructor training, and support department, college, and institutional writing-curriculum development efforts.