In September 2009, for my master's capstone project, I started an Action Research study to determine the effects of guided writing activities on student achievement and motivation of first-year college business writing students. The Institutional Review Board at Delta College, where I was teaching business writing as an adjunct instructor, approved my proposal to conduct the two-semester study with my students. In April 2010, research was completed and the final report was submitted.
Abstract: The purpose of this study was to determine if guided writing activities would increase student achievement and motivation in a first-year college business writing course. The researcher used an observational journal throughout the course of the study to record and reflect on students’ attitudes, perceptions, and participation during guided writing activities. Students were surveyed at the beginning of the study to determine their attitudes about writing for business and for pleasure. Achievement data was collected at the beginning of the study using an online Grammar Skills Diagnostic Assessment and Grammar, Confusing Words, and Spelling Words Quizzes. Guided writing activities were then put into place. The researcher focused on three categories of instruction: grammar, confusing words, and spelling; sentence and paragraph development; and writing assignments. The survey, assessment, and quiz were administered at the conclusion of the study to determine the effects of guided writing activities that were implemented. The researcher concluded that guided writing activities had a positive effect on student achievement and motivation in writing.
