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Self-Regulation and Rhetorical Problem Solving: How Graduate Students Adapt to an Unfamiliar Writing Project

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Title: Self-Regulation and Rhetorical Problem Solving: How Graduate Students Adapt to an Unfamiliar Writing Project
Language: English
Authors: Roderick, Ryan
Source: Written Communication. Jul 2019 36(3):410-436.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 27
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Graduate Students, Writing (Composition), Writing Processes, Problem Solving, Proposal Writing, Research Proposals, Writing Strategies, Rhetoric, Transfer of Training
DOI: 10.1177/0741088319843511
ISSN: 0741-0883
Abstract: Research on writing and transfer has shown that writers who have sophisticated rhetorical knowledge are well equipped to adapt to new situations, yet less attention has been paid to how a writer's adaptability is influenced by their writing processes. Drawing on Zimmerman's sociocognitive theory of self-regulation, this study compared the writing processes taken up by graduate student writers composing a research proposal for their final project in a tutor-training practicum. Findings from process logs, interviews, and drafts differentiated self-regulation strategies associated with varying degrees of success. The more successful writers framed problems in terms of potential solutions, used problems to set goals, and reacted to problems by creating a narrative of progress; in contrast, less successful writers avoided problems or framed them as dead-ends. Compared to the less successful writers, the more successful writers concluded the project with robust knowledge about research proposal writing. These findings suggest that self-regulation strategies may be linked to an ability to develop rhetorical knowledge and practices in the face of challenging writing situations.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1219323
Database: ERIC
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  Data: Self-Regulation and Rhetorical Problem Solving: How Graduate Students Adapt to an Unfamiliar Writing Project
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Processes%22">Writing Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Proposal+Writing%22">Proposal Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Proposals%22">Research Proposals</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Strategies%22">Writing Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Rhetoric%22">Rhetoric</searchLink><br /><searchLink fieldCode="DE" term="%22Transfer+of+Training%22">Transfer of Training</searchLink>
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  Data: Research on writing and transfer has shown that writers who have sophisticated rhetorical knowledge are well equipped to adapt to new situations, yet less attention has been paid to how a writer's adaptability is influenced by their writing processes. Drawing on Zimmerman's sociocognitive theory of self-regulation, this study compared the writing processes taken up by graduate student writers composing a research proposal for their final project in a tutor-training practicum. Findings from process logs, interviews, and drafts differentiated self-regulation strategies associated with varying degrees of success. The more successful writers framed problems in terms of potential solutions, used problems to set goals, and reacted to problems by creating a narrative of progress; in contrast, less successful writers avoided problems or framed them as dead-ends. Compared to the less successful writers, the more successful writers concluded the project with robust knowledge about research proposal writing. These findings suggest that self-regulation strategies may be linked to an ability to develop rhetorical knowledge and practices in the face of challenging writing situations.
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      – SubjectFull: Writing Processes
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      – SubjectFull: Transfer of Training
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