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ERIC Number: ED508998
Record Type: Non-Journal
Publication Date: 2010-Jan-7
Pages: 29
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: N/A
Do First-Year University Students Know What to Expect from Their First-Year Writing Intensive Course?
O'Brien-Moran, Michael; Soiferman, L. Karen
Online Submission, Paper prepared for the Annual Hawaii International Conference on Education (9th, Honolulu, HI, Jan 7, 2010)
This study involved a one-time survey of first-year undergraduate students at a Canadian University to determine their expectations when beginning a writing intensive course (i.e., the so-called "W" course, which is required of all first-year undergraduates at the University of Manitoba.) In this study, we focused on the University's Introduction to University course, a three credit hour course designed to help students make the transition from high school to university. The course covers academic writing and research skills, and identifies ways for students to learn and study more efficiently. Of particular importance to our research, the course focuses on the process of developing mastery of the academic essay. The purpose of this study was to see what, if any, expectations first-year students have when taking a writing course. Our research question was: What are the expectations for composition instruction of first-year students enrolled in the University of Manitoba's Introduction to University course? Our results indicated that first-year students had very high expectations for the kinds of writing processes that would be taught in their course. It was surprising to find that the students expected to acquire declarative knowledge in areas like grammar and punctuation to the same degree that they expected to be taught to employ strategic thinking in their writing. The Survey of First-Year Students is appended. (Contains 1 table.)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada