Preferred Name - First Author
Date of Award
Bachelor of Science (BS)
Department of Psychology
This study seeks to examine the uses of embedded writing tutoring (specifically, a Writing Fellow) in an undergraduate psychology course in order to better understand the impacts of such programs on students’ writing process, written products, and attitudes toward writing. A Writing Fellow attended lab meetings and held office hours in one section of a research methods course. The other two sections of the course served as treatment-as-usual control groups. Throughout the semester, students reported their writing process and attitudes toward writing. Student writing was evaluated using an APA-style scoring instrument. Students in the experimental and control conditions were not found to differ on writing scores, process reports, or attitudes toward writing. However, insight was gained into student use of and attitudes toward supplemental instruction opportunities. Further research is needed to better understand the complex relationship between embedded writing tutors and the professors and students with whom they interact.
Prendergast, Caroline, "Writing fellows in an undergraduate psychology course" (2014). Senior Honors Projects, 2010-current. 87.