Authors: Pamela Young
Collection: Research Materials
This study is part of a series, prepared by literacy practitioner/researchers in Alberta, that investigates questions relating to literacy.
The author, who teaches an English learning strategies course in an urban college, analyzes the classroom journals of six students to determine what writing strategies they use and whether these strategies help them to succeed in their writing assignments.
The analysis showed that the students used strategies they had learned in class to generate ideas, organize information, and write drafts. For instance, five of the six students used a technique called rapid writing, which involves writing non-stop about a topic for a given time, not pausing to edit for appropriateness or mechanical correctness.
The author concludes that taking the time to teach, model and practise writing strategies with adult upgrading students has many positive outcomes.