Education Professors’ Perceptions of and Attitudes toward Student Writing

Abstract

University professors from various disciplines within Education often comment on the inabilities of student writers and the errors displayed in their writing. Working from the premise that faculty attitudes towards and perceptions of student writing likely reveal their own knowledge of the writing process and their own expectations of students as writers, Education professors were asked in a survey to list and rank perceived student writing errors and problems, to describe the types of written course requirements demanded of students, and to note the types of written examinations set for students.

The results of the survey are reported in conjunction with professors’ comments and examples of student writings, and explanations are provided for some perceived student difficulties. Discussion of positive aspects of student writing lead one to conclude that student writing is generally perceived as being acceptable. However, there are recurrent writing problems that do not seem to be developmental and that need regular attention of faculty and students.

When all findings were analyzed, it appeared that, rather than identifying student errors in syntax and mechanics, professors were identifying the inability of students to deal successfully with the argumentative mode. Though the majority of professors demanded that students write in the argumentative mode, they were unaware of the rhetorical demands of this mode of discourse, and the major difficulty with student writing appeared to be the students’ inability to deal with the rhetorical aspects of this mode.