Writing proficiency among graduate students in higher education programs.

Description:

This study explored the extent to which graduate students enrolled in Higher Education courses were proficient at writing. While writing proficiency has been extensively studied in elementary students, high school students, and undergraduates, little attention has been paid to formally evaluating graduate student proficiency. Despite the relatively new idea of assessing graduate student writing, it is a concern for graduate faculty and a valid area for study. This study was based on a sample of graduate students enrolled in at least one course in Higher Education at public institutions of higher education in the United States. A total sample size of 97 students was obtained. Two instruments were administered to the participants: A General Information and Writing Experience Questionnaire (G-WEQ) and the SAT II: Writing Test, Part B. The G-WEQ was designed to capture demographic information about the participants, as well as allow participants to provide a self-assessment of writing and describe the writing experiences they are currently encountering in graduate school. To assess writing proficiency for the participants, the SAT II: Writing Test, Part B was used. The purpose of the test is to "measure [test takers'] ability to...recognize faults in usage and structure, and to use language with sensitivity to meaning" (Educational Testing Service, 1999-2000, p.7). The z-Statistic for a Single Sample Mean significance test was used to determine whether the sample mean scored significantly higher than the population mean on the SAT II: Writing Test. This was not the case (z=0.295, p<0.38). The graduate students in this sample did not score significantly higher on the SAT II: Writing Test, Part B than the typical high school senior whose scores enter into the norm group.

Creator(s): Singleton-Jackson, Jill A.
Creation Date: May 2003
Partner(s):
UNT Libraries
Collection(s):
UNT Theses and Dissertations
Usage:
Total Uses: 890
Past 30 days: 48
Yesterday: 2
Creator (Author):
Publisher Info:
Publisher Name: University of North Texas
Place of Publication: Denton, Texas
Date(s):
  • Creation: May 2003
  • Digitized: May 28, 2003
Description:

This study explored the extent to which graduate students enrolled in Higher Education courses were proficient at writing. While writing proficiency has been extensively studied in elementary students, high school students, and undergraduates, little attention has been paid to formally evaluating graduate student proficiency. Despite the relatively new idea of assessing graduate student writing, it is a concern for graduate faculty and a valid area for study. This study was based on a sample of graduate students enrolled in at least one course in Higher Education at public institutions of higher education in the United States. A total sample size of 97 students was obtained. Two instruments were administered to the participants: A General Information and Writing Experience Questionnaire (G-WEQ) and the SAT II: Writing Test, Part B. The G-WEQ was designed to capture demographic information about the participants, as well as allow participants to provide a self-assessment of writing and describe the writing experiences they are currently encountering in graduate school. To assess writing proficiency for the participants, the SAT II: Writing Test, Part B was used. The purpose of the test is to "measure [test takers'] ability to...recognize faults in usage and structure, and to use language with sensitivity to meaning" (Educational Testing Service, 1999-2000, p.7). The z-Statistic for a Single Sample Mean significance test was used to determine whether the sample mean scored significantly higher than the population mean on the SAT II: Writing Test. This was not the case (z=0.295, p<0.38). The graduate students in this sample did not score significantly higher on the SAT II: Writing Test, Part B than the typical high school senior whose scores enter into the norm group.

Degree:
Level: Doctoral
Discipline: Higher Education
Language(s):
Subject(s):
Keyword(s): Writing proficiency | graduate students
Contributor(s):
Partner:
UNT Libraries
Collection:
UNT Theses and Dissertations
Identifier:
  • OCLC: 53223072 |
  • ARK: ark:/67531/metadc4179
Resource Type: Thesis or Dissertation
Format: Text
Rights:
Access: Public
License: Copyright
Holder: Singleton-Jackson, Jill A.
Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.