Senior Honors Projects, 2010-current

Preferred Name - First Author

Caroline Prendergast

Date of Award

Spring 2014

Document Type

Dissertation/Thesis

Degree Name

Bachelor of Science (BS)

Department

Department of Psychology

Advisor(s)

Jessica Irons

Abstract

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.

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