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Habits of Mind Laboring in Service of a more Comprehensive Process Writing

Explore the impact of habits of mind and self-advocacy on students' process writing, empowering them to engage, create, and persist in a flexible and responsible manner. Investigate the relationship between theory and practice to foster cognitive habits for success.

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Habits of Mind Laboring in Service of a more Comprehensive Process Writing

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  1. Habits of Mind Laboring in Service of a more Comprehensive Process Writing Natasha Wickenheiser Ivy Tech Community College, Bloomington nwickenheiser@ivytech.edu

  2. Grounding Scholarship • Process Writing • 1970s – 1980s • Prewriting, writing, rewriting • Empowering, writer-focused (Bloom) • Post-Process Theory • 1990s • No generalized writing process exists (Bloom 36-37) • Framework for Success in Post-Secondary Writing, Habits of Mind (CWPA, NCTE, NWP) • Curiosity • Openness • Engagement • Creativity • Persistence • Responsibility • Flexibility • Metacognition

  3. Innate Relationships Between Theory and Practice Engagement Creativity Synthesizing source work; connecting ideas Curiosity Draft; evaluate effects of design choices Openness Conduct research; ask questions Peer review; seek feedback Consider rhetorical situation; attention to conventions Process Writing Reflect on draft’s strengths and needs Attention to citations; incorporating feedback Overcome procrastination; finish project Flexibility Metacognition Persistence Responsibility Cognitive Habits

  4. Self-Advocacy: Theory and Practice • Definition • “The ability to speak up for what we want and need” (Schreiner 300). • Four Components • Knowledge of self • Knowledge of rights • Communication • Leadership (Test et al. 49) • Strategic Learning Plan • Conduct a self-assessment • Set a goal • Create a plan • Draft a timeline

  5. Research Question How does exposing students to the habits of mind, and inviting them to engage in self-advocacy practices, impact students’ conceptualization and practice of process writing?

  6. Student Population Studied Student Demographic Sample Sizes • Enrolled in summer Collegiate Literacy seminar • Conditionally admitted to public, Midwestern university • First-generation college students • Predominantly students of color • 2016 cohort • 29 students • 2017 cohort • 23 students

  7. Research Methods • Student Portfolios (52) • Final Strategic Learning Plan • Reflective portfolio cover letter • Surveys (24 responses of 50) • Composition 1 – 12 (50%) • Composition 2 – 12 (50%) • Interviews (6) • 3 male, 3 female • 3 African American, 3 Caucasian

  8. Student Response to SLP Laboring Process RageZ “I understand my needs as a writer and how to use them as tools to improve myself. I can reflect on things in a more professional manner to better prepare myself for more challenging topics” (Scott, cover letter).

  9. Students Cultivated Habits of Mind

  10. Impact on Writing Process ELSA International Laboring with habits of mind through self-advocacy can help students Feel a stronger sense of responsibility to complete coursework Practice metacognition to recognize and correct less-effective choices Conceptualize process writing as practical and intellectual work Recognize the value of cognitive habits in other aspects of their lives / identities

  11. Conclusions Electricnude Students can benefit from three separate, but interrelated types of processes: • Process writing • Process writing informed by the habits of mind • Process of composing a Strategic Learning Plan

  12. Circulated Materials Habits of Mind Laboring Self-Advocacy Laboring Habits of mind handout Writing self-assessment • Strategic Learning Plan • Version 1 (semester-long) • Version 2 (individual units/projects)

  13. Works Cited Bloom, Lynn Z. “The Great Paradigm Shift and Its Legacy for the Twenty-First Century.” Composition Studies in the New Millennium: Rereading the Past, Rewriting the Future, edited by Lynn Z. Bloom, Donald A. Daiker, and Edward M. White, Southern Illinois U, 2003, pp. 31-47. Council of Writing Program Administrators, National Council of Teachers of English, and National Writing Project. Framework for Success in Postsecondary Writing. CWPA, NCTE, and NWP, 2011, wpacouncil.org/files/framework-for-success- postsecondary-writing.pdf. Schreiner, Mary. B. “Effective Self-Advocacy: What Students and Special Educators Need to Know.” Intervention in School and Clinic, vol. 42, no. 5, 2007, pp.300-304. Scott. Cover letter. Test, David W. et al. “A Conceptual Framework of Self-Advocacy for Students with Disabilities.” Remedial and Special Education, vol. 26, no. 1, 2005, pp. 43-54.

  14. Contact Natasha Wickenheiser Ivy Tech Community College, Bloomington nwickenheiser@ivytech.edu

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