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ERIC Number: ED551888
Record Type: Non-Journal
Publication Date: 2013
Pages: 147
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2678-5849-8
ISSN: N/A
A Key to the Dream for Adult Learners: The Acquisition of Academic Writing Skills
Gomez, Cynthia M.
ProQuest LLC, D.Ed. Dissertation, Capella University
Adult students are now enrolling into colleges and universities in large numbers. Their life responsibilities and time away from school create challenges for academic success. A portion of these learners are also non-native English speakers who face compounded difficulties. One of the skill areas that these students need to cultivate is academic writing. In order for students to be successful in college coursework, they need to be able to express their ideas and knowledge development in written form. This study examined how well these students acquire those skills. Four research questions were posed: 1) to what degree do native-speaking adult learners acquire academic writing skills, 2) to what degree do non-native speaking adult learners acquire academic writing skills, 3) to what degree do adult learners acquire critical thinking skills in a first-year composition course, and 4) how does perceived student writing ability correlate to actual writing performance. A multi-case, mixed methods methodology was utilized to address the research questions. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education; Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A