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Evaluation of an academic writing program – a case of Canadian Mennonite University

Academic writing programs are one way universities seek to increase the academic achievement of first-year students and decrease attrition. This paper examines data from an evaluation of a first-year academic writing program at Canadian Mennonite University. The original program evaluation was conducted to determine student attitudes toward the program and whether the academic writing lab program increased students’ writing abilities. This thesis goes further by examining relationships between affective outcomes (motivation, self-regulatory ability, perceived writing ability), writing ability, and cumulative grade point average. Data was collected using student surveys and writing samples. The results indicated that academic attainment was positively correlated with: writing ability, motivation, and self-regulation. Motivation and self-regulation, but not perceived writing ability, correlated with actual writing ability. Participation in the Academic Writing Lab did not affect student affective characteristics. However, student writing ability did improve which indicates that even a small program can improve students’ writing skills. / October 2016

Identiferoai:union.ndltd.org:MANITOBA/oai:mspace.lib.umanitoba.ca:1993/31850
Date22 September 2016
CreatorsPenner, Stephanie Anne
ContributorsRenaud, Robert (Educational Administration, Foundations and Psychology), Tamtik, Merli (Educational Administration, Foundations and Psychology) McMillan, Barbara (Curriculum, Teaching and Learning)
Source SetsUniversity of Manitoba Canada
Detected LanguageEnglish

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