Writing Proficiency Among Graduate Students in Higher Education Programs

This study explored the extent to which graduate students enrolled in Higher Education courses were proficient at writing. While writing proficiency has been extensively studied in elementary students, high school students, and undergraduates, little attention has been paid to formally evaluating graduate student proficiency. Despite the relatively new idea of assessing graduate student writing, it is a concern for graduate faculty and a valid area for study. This study was based on a sample of graduate students enrolled in at least one course in Higher Education at public institutions of higher education in the United States. A total sample size of 97 students was obtained. Two instruments were administered to the participants: A General Information and Writing Experience Questionnaire (G-WEQ) and the SAT II: Writing Test, Part B. The G-WEQ was designed to capture demographic information about the participants, as well as allow participants to provide a self-assessment of writing and describe the writing experiences they are currently encountering in graduate school. To assess writing proficiency for the participants, the SAT II: Writing Test, Part B was used. The purpose of the test is to "measure [test takers'] ability to...recognize faults in usage and structure, and to use language with sensitivity to meaning" (Educational Testing Service, 1999-2000, p.7). The z-Statistic for a Single Sample Mean significance test was used to determine whether the sample mean scored significantly higher than the population mean on the SAT II: Writing Test. This was not the case (z=0.295, p<0.38). The graduate students in this sample did not score significantly higher on the SAT II: Writing Test, Part B than the typical high school senior whose scores enter into the norm group.

Grantor dc:publisher

University of North Texas

Year dc:date

2003

Author dc:creator

• Singleton-Jackson, Jill A.

Contributors dc:contributor

• Lumsden, D. Barry
• Newsom, Ronald W.
• Warde, William

• Authorship.
• Graduate students -- United States.
• Education, Higher -- Authorship.
• writing proficiency
• graduate students
• higher education
• United States

Statement dc:rights

• Public
• Copyright
• Singleton-Jackson, Jill A.
• Copyright is held by the author, unless otherwise noted. All rights reserved.

Language dc:language

English

Identifier

oclc: 53223072
https://digital.library.unt.edu/ark:/67531/metadc4179/
ark: ark:/67531/metadc4179

OAI identifier oai:identifier

info:ark/67531/metadc4179