Addressing the “My Students Cannot Write” Dilemma: Investigating Methods for Improving Graduate Student Writing

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Published: Dec 10, 2018
DOI: https://doi.org/10.14434/josotl.v18i4.23040
Keywords:
graduate students, writing, sport management

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Rebecca M Achen
Illinois State University

Abstract

Improved writing can help students in their academic and professional careers, thus this action research project examined the use of three revision strategies in a graduate course by collecting three sources of data. One-sample t-tests revealed no significant differences across paper scores. However, students indicated rough drafts and rewrites were helpful because they were able to make changes to receive a better grade. Students did not find peer reviews helpful. To help students improve their writing, faculty should train them to become effective peer reviewers and give them multiple options for revising their writing.

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How to Cite
Achen, R. M. (2018). Addressing the “My Students Cannot Write” Dilemma: Investigating Methods for Improving Graduate Student Writing. Journal of the Scholarship of Teaching and Learning, 18(4). https://doi.org/10.14434/josotl.v18i4.23040
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Vol. 18 No. 4 (2018): Journal of the Scholarship of Teaching and Learning
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Articles
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Author Biography

Rebecca M Achen, Illinois State University

Rebecca M. Achen, Ph.D., is an assistant professor of sport management in the School of Kinesiology and Recreation at Illinois State University. She graduated with her Ph.D. in sport management from the University of Kansas, where she also taught as a graduate teaching assistant. Prior to that, Rebecca received her master’s degree from Winona State University in Educational Leadership with an emphasis in sport management. She has many years of work experience in higher education administration and sport marketing and sales. Her research focuses on the effectiveness of social media as relationship marketing tools in sport and she is actively engaged in the scholarship of teaching and learning. 

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