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

Many national reports have documented students’ writing deficiencies and the need to develop rigorous writing curricula that moves the needle forward in training young professionals to write. The quasi-experimental study described herein explains the effect reflection had on journalistic writing stu...

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Bibliographic Details
Published in:Journalism & mass communication educator 2020-03, Vol.75 (1), p.81-97
Main Authors: Leggette, Holli R., Redwine, Tobin, Busick, Brytann
Format: Article
Language:English
Subjects:
Cognitive Processes
Journal Writing
Metacognition
Perceptions
Reflection
Revision (Written Composition)
Self Efficacy
Skills
Social Media
Student Behavior
Student writing
Undergraduate Students
Writing Apprehension
Writing Assignments
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Summary:Many national reports have documented students’ writing deficiencies and the need to develop rigorous writing curricula that moves the needle forward in training young professionals to write. The quasi-experimental study described herein explains the effect reflection had on journalistic writing students’ media writing self-perception scores. We found that students who participated in metacognitive reflection exercises after each major journalistic writing assignment scored significantly higher on the writing self-efficacy construct and the overall media writing self-perceptions scale. Reflection was one way the students in the study began to perceive themselves as media writers and transform from novices to professionals.
ISSN:1077-6958
2161-4326
DOI:10.1177/1077695819852256