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ERIC Number: ED551175
Record Type: Non-Journal
Publication Date: 2012
Pages: 150
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-5081-5
Underprepared Graduate-Level Writers: What Faculty Members Think Should Be Done
Record, Michael J.
ProQuest LLC, Ph.D. Dissertation, Keiser University
This investigation used mixed methods to establish evidence about graduate faculty members' ideas about underprepared writers in graduate school. The research question focused on what faculty think should be done about students who make it through their school's admissions process, but lack the skills necessary for the academic writing tasks associated with their degree requirements. The research method included a quantitative phase in which graduate faculty members responded to a Likert-style survey (n = 143) and a qualitative phase in which graduate faculty members participated in 30-minute interviews (n = 12). Data from the two phases were analyzed separately, followed by a third round of analysis that focused on the overlap of the two. The results indicated that graduate faculty members encounter underprepared writers often, and they believe writing to be very important in graduate school. Little consensus existed in the sample (from both phases) on whether the graduate faculty member is primarily responsible for remediating the underprepared writer or if the institution has a responsibility to offer remediation or support services. Participants favored writing assessment at the beginning of graduate study, a required writing course at the early stages of coursework, and stronger pedagogy, including scaffolding, lower stakes assignments, and the use of writing as a tool of intellectual inquiry. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A