Connecting Research Questions with Data Collection

1. Connecting Research Questions with Data Collection WORKING DRAFT!! Becky Anderson ICL 7992

2. Change Sample Research Question to Purpose Statement • Example question (from your proposal): How can I improve my instruction in writing to increase my students’ attitudes and writing performance? • Purpose Statement: The purpose of this study is to describe the effects of the writing process approach to writing on students’ attitudes about writing, and writing performance.

3. Take Purpose Statement and Develop Your Research Questions • Purpose Statement: The purpose of this study is to describe the effects of the writing process approach to writing on students’ attitudes about writing, and writing performance. • Question 1: How does daily process writing affect students’ understanding of how a writer writes? • Question 2: What is the effect of process writing on students’ perceptions about themselves as writers? • Question 3: What is the effect of incorporating process writing daily into the curriculum on students’ writing performance?

4. Action Plan: (Review what you will be doing in your teaching and when) • Implement Process Writing Everyday for 7 weeks – resulting in 7 completed writing assignments: • Monday: Prewriting Stage • Tuesday: Drafting • Wednesday: Revision • Thursday: Editing • Friday: Publishing • Give a daily grade: Possible20 points each day for completing the writing step = 100 points • Give a final grade using rubric: 70 points for content; 30 points for mechanics, grammar & spelling = 100 points

5. Connect Each Research Question to Data Collection • Question 1: How does daily process writing affect students’ understanding of how a writer writes? • Data Collection: • Pre/Post Writing Inventory: (ask students to list what a writer does during each of the follow steps: prewriting, drafting, revising, editing, publishing) • Student Journals: (ask students to write each Friday in their writing journal: 1) what have you learned this week about being a writer? 2) what have you learned about producing good writing? 3) what questions/concerns do you have about your writing?)

6. Connect Each Research Question to Data Collection • Question 2: What is the effect of process writing on students’ perceptions about themselves as writers? • Data Collection • Pre/Post Inventory (Ask questions about their interest in writing, their attitude about writing, if they think they are a good writer, ect.) • Student Journal: (Add question such as the following to their Friday response journal: 4) What do I feel about my writing this week?

7. Connect Each Research Question to Data Collection • Question 3: What is the effect of incorporating process writing daily into the curriculum on students’ writing performance? • Data Collection • Daily scores on process writing • Final grades on each week’s writing (Include in a graph) • Research Journal: Daily I will reflect on: 1) what worked well, 2) how students responded to that step of the writing process, 3) what were the challenges/concerns, 4) what would I do differently next time, and 5) where do I go from here.

8. Recap of Data Collection: • Pre/Post Writing Inventory • Student Journals • Daily Scores on Process Writing • Final Grades on Weekly Writing • Research Journal