An Examination of Student Development Theory in the Context of Writing Instruction

Through Reflective Lenses: Enhancing Students’ Perceptions of Their Media Writing Skills

“…Reflective writing is also transformative and a point of growth in the process of becoming a holistic writer. Leggette et al (2017) wrote that “holistic developmental approaches to writing instruction focus on students’ perspectives of assignments, their navigation of the writing process throughout class experiences, their feedback on course content and assignments, and their development as people, professionals, and writers” (p. 33). Based on our study, reflection is a pathway in which students develop as holistic writers and transform from a novice to a professional.…”

“…For students in journalistic writing programs, reflection enables them to become more aware of their skill sets and, perhaps, experience an increase in writing self-efficacy (SE). Leggette, Whitaker, and Miranda (2017) claimed “structured writing prompts and reflective writing assignments help students develop confidence in their writing skills, create personal meaning, develop a sense of self-assessment, become independent problem solvers, learn from mistakes, develop an authorial voice, and produce original work” (p. 41). Lane and Johnston (2017) noted students in journalistic writing courses spent a significant amount of time learning specific genres and creating iterations of the same assignment, allowing for writing improvement, which by nature is an effective form of reflection.…”

Agricultural Communication Students’ Media Writing Self-Perception in an Introductory Course

“…AGRICULTURAL COMMUNICATION STUDENTS' MWSP proficiency among other communication skills (Irlbeck & Akers, 2009;Leal et al, 2020;). While others have examined how teaching strategies impact writing (Leggette et al, 2017) or how students develop a writing identity , more work is needed to understand students' perceptions of their own writing in the agricultural communication field. Gaining this understanding is important because students' confidence in their writing connects to their success in writing in other academic programs (Legette et al, 2016).…”

Examining the role of feedback on agricultural communications students’ writing self-efficacy and self-determined motivation

“…Few studies in the agricultural communications discipline have attempted to use theories within the writing research paradigm to unravel the process students use to interpret assumptions, make meaning, solidify intentions, or convey knowledge through writing (Leggette, Rutherford, et al, 2015). Furthermore, in an examination of student development theory in the context of writing instruction, Leggette, Whitaker and Miranda (2017) proposed a holistic approach to writing instruction focusing on "students perspectives of assignments, their navigation of the writing process through class experiences, their feedback on course content and assignments, and their development as people, professionals, and writers" (p. 40). This approach was presented in response to the National Council of Teachers in English (2009) call for reformed writing instruction models.…”