Using structured writing communities to facilitate undergraduate research writing

Abstract

This article outlines a structured writing community activity originally created to assist communication majors complete their capstone projects. This activity draws upon the Writing Accountability Group (WAG) strategy that has been utilized to facilitate graduate student and early career faculty writing. The current article provides an overview of a semester-long activity that builds upon the WAG format by providing several avenues of additional support to help undergraduate students establish goals and make incremental progress on a specified project over the course of the semester or quarter session. Information regarding how to facilitate a structured writing community as well as potential assessments are provided. Strategies to help instructors overcome barriers to success are also outlined.

Courses:

Communication capstone, Communication theory, Research methods, or any other course that requires a high-stakes assignment

Objectives:

Students will (1) develop achievable, short-term goals related to project completion; (2) prioritize tasks associated with project completion; and subsequently (3) execute and submit a completed capstone project or senior thesis.

Introduction

On March 13, 2020, I, like most educators in the United States, was forced to quickly pivot from face-to-face to online instruction following the declaration of a National Emergency due to the Coronavirus (COVID-19) outbreak (Gardner, 2020; Tesar, 2020). Since then, institutions of higher education have instituted a combination of hybrid, hyflex, and/or online modalities as they work to ensure continued quality instruction. In the face of ongoing challenges presented by the COVID-19 pandemic, faculty continue to facilitate student learning and skill development in creative ways regardless of the mode of instruction. As a faculty member, I acknowledge that moving forward it is necessary to adapt existing activities and design new ones that are amenable and efficacious under the given circumstances. As such, in this piece I outline a learning activity designed to support student writing. I implemented this activity in a communication capstone course on a semester system; however, the support and structure it provides can easily be adapted other courses with a major assignment. Moreover, the activity timeline can be easily adjusted for instructors on quarter systems. Further, I provide guidance for faculty to modify the activity to meet the needs of face-to-face, hybrid and online modes of instruction while also addressing equity issues.

It is evident that even under ideal circumstances, both faculty and students face challenges in courses with high stakes assessments. For example, faculty face challenges clearly explaining the assignment’s purpose and grading criteria (Collier & Morgan, 2008); establishing faculty-student rapport (Adams, 2019); and providing the most effective means of student support (Rossing, & Lavitt, 2016). Similarly, students often have trouble in various areas, including understanding faculty expectations regarding assignments (Collier & Morgan, 2008); cultivating research and writing skills (Adams, 2019); engaging in effective time management (Collier & Morgan, 2008); and interacting with supportive faculty to facilitate a sense of belonging (Adams, 2019; Means & Pyne, 2017).

From the beginning of COVID-19 pandemic in the United States, most faculty members have struggled to ensure all students have the focus and tools to fully engage with course content (Johnson, Veletsianos, & Seaman, 2020). It is also important to recognize that barriers to success have been magnified for underserved and/or first-generation college students who may now face additional distress due to financial hardship, increased family obligations, and/or limited access to high-speed internet, among other things (Garces-Jimenez, 2020). As such, the purpose of the activity is not primarily focused on project completion, but rather engaging students in a process of research and writing that involves incremental, focused effort over the span of a course. Moreover, the activity outlined in this manuscript acknowledges students may need assistance with time management when faced with assignment deadlines and competing demands outside of the classroom. I implemented the structured writing community with the explicit goal of addressing these issues with a structured approach implemented early in the semester. I am hopeful this approach will lead to improved writing performance and greater success in courses that require a significant amount of writing and/or project planning.

Learning outcomes

There are several learning outcomes associated with the execution of the structured writing community. The student learning objectives include (1) developing achievable, short-term goals related to completion; (2) prioritizing tasks (research and writing) associated with project completion; and subsequently (3) executing and submitting a completed project.

Theoretical rationale

This activity is guided by social cognitive theory (SCT, Bandura, 1986; Bandura, 1997; Bandura, 2001). SCT asserts humans thrive on a sense of agency, the belief that an individual can have “a large degree of influence over important events in their lives” (Schunk & DiBenedetto, 2020, p. 2). One way to attain these milestone achievements is through goal setting. By setting (and achieving) smaller, short-term goals, individuals can celebrate successes, and over time, gain the confidence to tackle larger, more complex tasks (Schunk & DiBenedetto, 2020, p. 2).

The iterative goal-setting process at the core of SCT incorporates feedback. Periodic feedback allows learners to increase their self-efficacy towards a goal. As learners become proficient, their motivation regarding accomplishment of a task is likely to increase (Schunk & DiBenedetto, 2020, p. 3). Goal achievement as well as the cultivation of a classroom climate conducive to student inquiry when difficulties arise has been linked to greater motivation and improved student outcomes (Urdan & Schoenfelder, 2006).

Structured writing community: Explanation of the activity

This section of the manuscript outlines how the structured writing community I adopted builds upon the Writing Accountability Group (WAG) strategy developed and popularized by Skarupski (2018) for graduate students and faculty members. WAGs meet weekly over a specified period (typically 10 to 12 weeks) to facilitate academic writing (Skarupski, 2018). WAGs have been extensively utilized by graduate students and early career faculty members to cultivate consistent writing habits (Franks, 2018; Sanderson, Carter, & Schuessler, 2012; Thorpe, Beech, Norris, Heitman & Bruce, 2020). Researchers in the communication discipline have emphasized the importance of improving student writing through course assignments (Boyd, 2010; Hanasono & Gorsevski, 2019). However, there has been little focus on utilizing aspects of WAGs to simultaneously sharpen the time management and writing skills of undergraduate students, many of whom are required to complete end of the semester projects. Structured writing communities build upon traditional WAGs by providing the following additional support mechanisms to ensure student success: 1) providing support in establishing writing session goals; 2) providing additional support for project completion via individual coaching meetings, and 3) providing practical tips to reduce student distraction during dedicated in-class researching and writing time.

I introduce the structured writing community early in the semester (no later than the third week of class) to ensure students utilize the method for at least 10 weeks. In week two of the semester, I outline a class-related project (i.e. individual research project, application paper or other project) that necessitates structured writing community sessions. In this presentation, I provide an overview of the project, its key components, and the grading rubric. In addition, I present a brief lesson and accompanying discussion of WAGs and their purpose. I require students to read Skarupski and Foucher’s (2018) article outlining the WAG process initiated at John’s Hopkins University and engage in a class-wide discussion regarding the technique. In this initial discussion, students are also introduced to the Specific, Measurable, Achievable, Relevant and Time-based (SMART) goals method (Doran, 1981) to assist them in developing goals for each work session and for the semester.

In this initial class discussion, I also identify several ways in which our structured writing community differs from the “traditional” WAG. First, the structured writing community provides additional support to help learners establish goals. Second, I require at least three one-on-one coaching sessions to discuss progress of the project over the semester wherein each student brings any issues/question associated with the project and we collaboratively discuss how any issues can be resolved. Third, I follow-up with students individually if goals (for dedicated structured writing communication sessions or goals to be achieved between class sessions) are not met for two consecutive weeks to address any barriers to success.

In addition to highlighting the importance and purpose of the structured writing communities, I also carefully outline the structure of each designated in-class writing session. The first step is goal setting. Students come to each structured writing community meeting with a goal they plan to accomplish during the session. During our initial discussion regarding the structured writing community process, I provide sample goals to ensure students are realistic when setting goals for the writing sessions. Moreover, I offer example goals that are appropriate for the 45 minutes class sessions. For example, reading two journal articles may be an achievable goal for a typical student. However, finding two articles using the library databases, reading the articles, and making annotation of those articles is likely beyond the scope of the 45 minutes allotted for the activity. Initially, students may be overzealous in stating their goals, however, with effective coaching, they quickly adjust to establish goals that can be reasonably achieved given the time allocated for the sessions.

The second step is the writing session. I allot 45 minutes for each session, but this time is adaptable to the length of the class period. During this time, students work toward their previously stated goals. Goals should be focused on tasks related to any assignment or project in which this method is utilized and could include (but are not limited to) the following: project timeline planning, literature review (which includes locating, reading, and annotating peer reviewed academic sources), draft writing, and editing. During the session, I remind students to focus on completing the goal at the beginning of the structured writing community session. For greater efficiency, I also provide tips to reduce distractions such as reading hardcopy versions of journal articles, proofreading hardcopy versions of assignment drafts, utilizing productivity applications (with a focus on programs that are no-or low cost) and adjusting the cell phone settings (i.e. to vibrate or airplane mode).

The third step in the process is to report out. Reporting out requires students to state whether they achieved their anticipated goal. The reporting out is a Yes/No response. If a goal is only partially completed, it is considered a “No.” If a student has two consecutive “No” responses regarding their goals, I reach out to them via e-mail to offer additional support. In addition to students reporting whether they met their writing session goal, they also report their goal for the next week. Next week’s goal involves any work the student anticipates completing before the next in-class structured writing community session. Again, if a student has two consecutive “No” responses regarding their goals, I reach out to them to follow-up to address any potential barriers to task completion.

This activity can be adjusted to implement within a class of any duration but should be at least 30 minutes to ensure appropriate project progress (Skarupski & Foucher, 2018). Here is a sample breakdown of how I divide the time in my 75-minute class meetings: 1) Announcements, attendance, and statement of goals (10–15 minutes); 2) structured writing community time of 45 minutes to work on goal(s); and 3) Reporting out (10–15 minutes). This framework allows me to complete course-related administrative tasks at the beginning of the class session (e.g. attendance, announcements, respond to student questions, etc.) while also allowing the structured writing community process to occur without rushing. If the class meets for a shorter duration, the writing time frame can be shortened as appropriate. If there is a longer session (such as a weekly seminar), the structured writing community time could incorporate two- 45 minutes sessions with an extended break between each work session.

This activity can also be adapted to a synchronous online or hybrid course by following the same steps and conducting the session via an online video conferencing tool. More specifically, all students should log onto the videoconferencing system and proceed with goal setting and work sessions as if they are an in-person classroom or computer lab. After the work session is complete, students report out and set goals to complete before the next structured writing community session. If internet connection/speed is an issue, students can log on during the beginning of the session for any class announcements, attendance, and goal sharing, log off to work towards their specific goal, and return to the session to report out at the appointed time. If structured writing community sessions are assigned as out-of-class asynchronous activities, students should be instructed to set a goal for their work session, work for the specified time, and submit a short summary of the writing session (suggestions on what to include in this summary are outlined in the assessment section of the manuscript).

I recommend structured writing community sessions be spread over at least 10-weeks, but this may vary depending upon the institution’s academic calendar and the assignment deadline. Scheduling structured writing community sessions early in the semester and incorporating them into the course schedule would be ideal. Such planning and discussion regarding how to approach the sessions also facilitates student buy-in and preparation for each writing session.

Results: Possible assessments

There are many ways this activity can be assessed. One or more of these assessments can be utilized to determine how structured writing community participation is associated with time investment and/or final project quality. I have utilized the first and second assessment options outlined in this section to assess the efficacy of structured writing community sessions and student progress.

Assessment option one involves a three-part appraisal which includes beginning, midterm, and end of semester structured writing community evaluations. These appraisals are completed by the student via an online survey instrument embedded into the course learning management system. The beginning of the semester assessment queries students regarding their understanding of structured writing communities and asks students to report how many hours, on average, they anticipate spending on their project each week. The midterm assessment surveys students regarding the average weekly time spent on the project (including class time) thus far in the semester. This assessment also has an open-ended question that allows students to provide suggestions regarding how to improve the structured writing community sessions. After students complete the midterm, there is a class discussion regarding any concerns raised and how I can address those issues in the remaining weeks of the semester to ensure student success. The end of the semester assessment involves student reporting of weekly time spent on the project since the midterm assessment as well as an overall assessment of the structured writing community sessions.

The second assessment option consists of students submitting a low-stakes graded assignment that provides documentation of work completed during in-class structured writing community sessions. The assignment involves a short (100 word) written summary of each in-class session that reports the following information: 1) the date, time, and duration of the session; 2) whether the “between class session” goal was accomplished; 3) the intended goal(s) for the current session; 4) whether the goals(s) for the current session were accomplished; and 5) the goals(s) to be achieved by the next dedicated class-wide structured writing community session. This assessment is submitted online via the course learning management system, which provides reference points to track student progress throughout the semester.

The third assessment option consists of a mid-semester (graded) assignment in which projects undergo peer review. In this scenario, students submit blinded drafts of their project and peers provide feedback via a rubric specific to the assignment via the course management system. Peer reviews of drafts ensure students are making adequate project progress and provides an additional mechanism for support within the class (Weaver et al., 2016). Students then incorporate peer feedback when finalizing their project for submission and grading.

The fourth assessment option includes a longitudinal comparison of assignment performance. This option requires data collection over several semesters to identify trends (positive or negative) regarding the usage of the structured writing community format and project quality. The assessment requires the tracking of student time spent on project (as noted in first assessment option) as well as the comparison of project grades over several semesters.

Appraisal and Discussion

Overall students report satisfaction with structured writing community sessions. Students note class sessions provided dedicated, uninterrupted time to work on their projects despite their busy schedules (which include extra-curriculars and full and/or part-time employment). Students also report that implementing the strategies outlined (e.g. focusing on tasks for a predetermined period) are effective for assignments in other courses. Despite the praise, there was isolated commentary that in-class structured writing community sessions could not be utilized as coaching consultations. Coaching consultations were typically held during my designated office hours (or scheduled based upon mutual availability) to preserve uninterrupted class time for project-related work. In addition, I scheduled at least three individual coaching sessions (slots were during our scheduled class time) to discuss project progress as well as how to overcome barriers to success during the semester.

The structured writing community was favorably reviewed by almost all students. As a result, it is worth exploring the possibility of extending structured writing communities to group projects; however, I advise instructors to provide a strict delineation of member tasks at project initiation to ensure students are aware of their responsibilities. Periodic peer assessments are also advisable to confirm all group members are consistently contributing effort towards the project.

I also recommend that instructors anticipate and be prepared to address issues related to student productivity roadblocks, such as lack of technology and focus. When conducting face-to-face class sessions, I recommend students have access to technology, which requires either scheduling structured writing community sessions in a computer lab or requesting students bring their personal computers. In the absence or limited access to campus computer labs, I offer suggestions to students that still allow them to make progress on their project but do not require technology. Such options include using notecards to create a detailed assignment outline; (legibly) writing paper drafts by hand; and reading/annotating hardcopies of project related materials such as academic journal articles.

For students who find it difficult to focus during the time dedicated for the structured writing community, I introduce them productivity methods such as Pomodoro Technique (Cirillo, 2018) during individual coaching sessions. Moreover, I encourage students to have (or make) a comfortable working space. For example, students who prefer a quiet environment are encouraged to use noise cancelling headphones. If students are working virtually, I encourage them to make their workspaces comfortable and to have all work supplies (computers, journal articles, writing utensils, etc.) handy at the start of the session.

Lastly, I diligently seek to engage students with buy-in, which begins when the activity is initially introduced early in the semester. Student and faculty commitment to the structured writing community should emphasize these sessions provide uninterrupted time to focus on their projects and provide a template for how this method could be used beyond the current course. One of the main ways I facilitate student buy-in early in the session is to bring my own writing goals to class sessions. During a structured writing community session early in the semester, I typically set an unattainable goal to normalize that there are days in which goals are not completed but the session still represents time spent working towards the goal. My active participation in the structured writing community allows students to observe how I incorporate the structured writing community method into my own academic writing.

Capstone projects, collaborative assignments, and other project-based assessments are widely utilized across disciplines and are considered high-impact educational practices (Kilgo et al, 2015 & Kuh, 2008). The implementation of structured writing community sessions as outlined in this manuscript allows students structured time to focus on the writing associated with a high-stakes project. The inclusion of a structured writing community or other teaching activities that can be adjusted to fit various teaching modalities is necessary as COVID-19 will continue to impact higher education for many years to come (Tesar, 2020). Ideally, students will continue to utilize the structured writing community approach to set aside time to accomplish goals whether personal or career related using this focused, incremental approach to project completion.