English 6901 Survey

1. English 6901 Survey Methods of Composition Research Diagnosing Written Communication: Cross-Campus Composition Compendium

2. Writing defined campus wideis like viewing fine art Its meaning & value Open to interpretation

3. Goals & Objectives • Determine range of writing processes & products as well as kinds of writing instruction across the disciplines at YSU. • Gain an overall picture of the role of writing at YSU. Survey every faculty member on campus • Conduct interviews with interested faculty in each department to identify problems and record solutions. Ultimately, we hope that a more comprehensive overview of how students engage in writing at YSU will allow us to pinpoint areas of the curriculum that need improvement thereby providing students the tools necessary to put them in the driver’s seat as they earn their degree.

4. Categories Revision Multiple drafts of essays Editing and Proofreading Note-taking Research Writing Prewriting / Brainstorming Essay Exam Bibliography / Citations Technical Writing

5. Survey of Writing Instruction at YSU Using the scale below, please indicate the importance of each writing element in your undergraduate courses. We realize you may teach numerous undergraduate courses. In general, how important do you consider the following for your undergraduate students? Place an “X” next to the appropriate number indicating the importance of each writing element in your undergraduate courses 1 = Very Important2 = Somewhat Important3 = Somewhat Unimportant4 = Not Important5 = Not Applicable

6. How important are the following writing processes for writing required in your courses? Prewriting / Brainstorming 1       2       3       4       5       Multiple drafts of essays 1       2       3       4       5       Revision 1       2       3       4       5       Editing and Proofreading 1       2       3       4       5     

7. How important are the following types of writing for your courses? Note-taking 1       2       3       4       5       Research Writing 1       2       3       4       5       Bibliography / Citations 1       2       3       4       5       Essay Exams 1       2       3       4       5       Technical Writing 1       2       3       4       5      

8. Questions • What - if any - other steps in the writing process do you require from your students? • What specific types of in-class writing do you require most frequently? • What specific types of out-of-class writing do you require most frequently? • What kinds of writing models or examples do you provide for your students? • How prepared are your students to do the writing required in your classes? What suggestions do you have for preparing them as writers in your discipline?

9. Results of Research

10. Departments Surveyed Art Math History Physics Nursing Psychology Human Ecology Electrical Engineering Health Care Professions Mechanical Engineering Engineering TechnologyCivil & Chemical Engineering Human Performance and Exercise Science Communications and Theatre Dana School of Music Biological Sciences College of Business Foreign Languages Political Science Military Science Criminology Social Work Geography Economics

12. Style Guides • MLA • APA • Chicago

13. American Medical Association citation style CBE (Council of Biology Editors) used by Human Performance and Exercise Science Physical Review Style Guide used by Physics Department Turabin used by History, Religion & Philosophy Departments The Political Science Student Writer’s Manual Footnotes/end notes APSA (American Political Science Association) No Preference- just effective writing and an appropriate referencing and bibliographic approach Internet Citation Book

14. Problems with student’s writing abilities identified as: • Grammar & Spelling • Original thought • Editing & Organization • Revisions & Integration • Inadequate preparation “Students don't utilize opportunities to improve their writing skills once they leave classroom requirements behind” “I feel there is a major problem with the freshman and sophomore years in that writing skills are not reinforced at these levels due to the restrictions from high enrollment classes” “Writing proficiency is not helped by the sloppy techniques employed by the general population in their internet communications” “Not prepared after 1550-1551, which may hinder them because of a completely different approach, poorly prepared, No background in tech writing”

15. Not prepared for technical writing, need to develop clear and concise thought process and transfer to paper They need to review their papers and not solely rely on spell check They need to learn how to use superscript, etc, on the computer They need to write ‘scientifically’ and not how they would speak on a daily basis—too much slang in papers Too accustomed to using first person and contractions Sentence fragments & run-ons No set skill level among students They need to learn to proofread Not prepared to write in discipline Lack general writing skills Fault lies with High School

16. Solutions Substitute 1550 or 1551 with a technical writing class as a GER Stronger writing requirements for all classes across the curriculum Take a technical / professional writing course Use of headings to organize writing Writing project stage development Discipline-related use of the library Continued exposure to college writing, and writing in classrooms will improve their work

17. The End Ana_Wetzl Josh_Mays Chad_Ries Angel_Chan Paul_Mauch John_Hazen Diana_Jones Ronald_Gura Mindi_Kirchner Amelia_Sanker Stephanie_Moore Deborah_Watkins Alyson_Eggleston Melodie_A_ProvencherDr_Kevin_Ball_Instructor English 6901 Survey Conducted by the Following Individuals