Date of Award
Spring 2016
Degree Type
Capstone - Open Access
Degree Name
Master of Education (MEd)
First Advisor
Susan Marine
Abstract
Writing is one of the most influential means of communication utilized in all disciplines across the world. This pragmatic, qualitative study sought to explore students’ perceptions of writing preparedness and success, as well as first-generation students’ transition into college writing. Seven first-generation college students at a small, private, four-year institution located in Massachusetts were interviewed. The findings of this study indicated that for this sample, the transition into college writing was marked by a drastic change in expectations at the postsecondary level. Moreover, students faced challenges regarding writing style, frequency, and research. In order to successfully master college writing, students pursued additional support, including professorial support and writing and research center services. Recommendations for practice include writing introductory courses be restructured, and diagnostic assessment of students be completed in order to appropriately place them. Moreover, higher education institutions should encourage writing through co-curricular activities. Lastly, partnerships between faculty, writing support specialists, and secondary level instructors should be established.
Recommended Citation
Bruno, Samantha C., "The Will to Write: An Assessment of the Perceptions of Writing Readiness and Success of First-Generation Students" (2016). Higher Education Student Work. 13.
https://scholarworks.merrimack.edu/soe_studentpub/13