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<p>Students in adult education (AE) programs have limited access to quality writing instruction due to lack of empirical research. The current study is part of a larger research project to design and test the feasibility and effectiveness of a writing curriculum based on strategy instruction with self-regulation. We present the findings of our initial study to provide instruction in argumentative writing for AE students. Three trained research instructors and 13 students participated. Nine students completed the course and wrote three essays, one at baseline and two during the instruction. Using a within-group pre-post design, we examined changes in student writing outcomes before and during the instruction. Means for total number of words (TNW) increased from 227 at baseline to 338 for essay 1, and 399 for essay 2. Means for writing quality improved from 2.44 at baseline to 4.56 for both Essay 1 and Essay 2. Growth curve models indicated statistically significant improvement with large effect sizes for TNW (g = 1.44) and writing quality (g = 1.44 and 1.19). Mean number of argumentative essay elements improved from 9.67 to 14.44 to 16.89. Observations of instruction and interviews with instructors and students were used to plan improvements in the curriculum. Challenges included the need for more time to complete the lessons, the wide range of student skills, and inconsistent attendance. All students reported that the instruction was helpful. The evidence appears promising for improving writing outcomes for AE students; however, they should be considered preliminary due to the small sample size and lack of a control group.</p>

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Writing in adult education (W-AE): Preliminary results from the first round of implementation

  • 期刊论文

  • 发表日期：

    2025年7月19日

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  • Cynthia Puranik,
  • Daphne Greenberg,
  • Zoi Traga Philippakos,
  • Charles A. MacArthur,
  • Christine Miller,
  • Jennifer Martinez,
  • Lee Branum-Martin

摘要

Students in adult education (AE) programs have limited access to quality writing instruction due to lack of empirical research. The current study is part of a larger research project to design and test the feasibility and effectiveness of a writing curriculum based on strategy instruction with self-regulation. We present the findings of our initial study to provide instruction in argumentative writing for AE students. Three trained research instructors and 13 students participated. Nine students completed the course and wrote three essays, one at baseline and two during the instruction. Using a within-group pre-post design, we examined changes in student writing outcomes before and during the instruction. Means for total number of words (TNW) increased from 227 at baseline to 338 for essay 1, and 399 for essay 2. Means for writing quality improved from 2.44 at baseline to 4.56 for both Essay 1 and Essay 2. Growth curve models indicated statistically significant improvement with large effect sizes for TNW (g = 1.44) and writing quality (g = 1.44 and 1.19). Mean number of argumentative essay elements improved from 9.67 to 14.44 to 16.89. Observations of instruction and interviews with instructors and students were used to plan improvements in the curriculum. Challenges included the need for more time to complete the lessons, the wide range of student skills, and inconsistent attendance. All students reported that the instruction was helpful. The evidence appears promising for improving writing outcomes for AE students; however, they should be considered preliminary due to the small sample size and lack of a control group.