Camping in the disciplines: Assessing the effect of writing camps on graduate student writers

Date
2020
Authors
Busl, Gretchen
Donnelly, Kara Lee
Capdevielle, Matthew
Journal Title
Journal ISSN
Volume Title
Publisher
University Press of Colorado
Abstract

In the past ten years, an increasing number of universities have begun organizing writing “camps,” or full-week immersion experiences, in an effort to address the increased need to support graduate student writing. Outside of anecdotes and testimonials, we have previously had very little data about these camps’ success. This study, conducted over the course of three such camps, attempts to address this lack of data by measuring graduate student writing confidence levels and self-regulation efforts both before and after attendance. An analysis of our preliminary results suggests that writing camps that include process-oriented programming result in small but meaningful improvements in attitudes and behaviors that positively affect graduate student writing.

Description
Article originally published in Graduate Writing Across the Disciplines: Identifying, Teaching, and Supporting, 245–269. Published online 2020. https://doi.org/10.37514/atd-b.2020.0407.2.10
Permission to deposit this file was given through direct contact with the publisher. For more information please see the faculty member's entry in Project INDEX -- EDH 7/6/23
Keywords
Graduate student writing camps, Graduate student writing process
Citation
This is a published version of an article that is available at https://doi.org/10.37514/atd-b.2020.0407.2.10. Recommended citation: Busl, G., Donnelly, K. L., & Capdevielle, M. (2020). Camping in the disciplines: Assessing the effect of writing camps on graduate student writers. Graduate Writing Across the Disciplines: Identifying, Teaching, and Supporting, 245–269. This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.