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• W114230904 abstract "A study examined the effectiveness of a writing center in improving student writing. All Composition 121 instructors except those who taught in the writing center were included. Students (1519 were enrolled in 69 sections of Composition 121) and instructors were randomly placed into three groups: Group I, the experimental group; Group II, the current practice group (business as usual); and Group III, the control group. The goal of Group I was to get students into the writing center as often as possible. The instructors of Group II encouraged their students to visit the writing center often, but did not require it. The instructors of Group III did not include anything about the writing center in their syllabi nor did they encourage their students to visit the center. All instructors in all three groups were asked to keep daily attendance records. Results indicated that the correlation between the grades in Composition 121 and the number of visits to the writing center seems statistically significant--the average grades were statistically significantly different between the group that visited the writing center and the one that did not. No D's or F's were reported from the group of students who attended the Writing Center 10 or more times. Also, of the total number of students who withdrew from Composition 121, more students were from the control group than the other two groups. A warning is issued, though, not to draw conclusions from the data because the results are not causal, only relational. Better students tend to be more persistent in seeking out assistance. Nevertheless, it looks like mandating attendance in the writing center does help. (Four pages of data, a writing center evaluation sample form, and a 16-item response summary are appended.) (CR) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Researching the Effectiveness of a Writing Center Ellen Mohr Johnson County Community College U.S. DEPARTMENT OF EDUCATION Office of Educational Research end Improvement EDUCATIONAL RESOURCES INFORMATION Overland Park, Kansas PERMISSION TO REPRODUCE AND CENTER (ERIC) DISSEMINATE THIS MATERIAL HAS /his document has been reproduced as BEEN GRANTED BY received from the person or organization originating IL 0 Minor changes have been made to improve r--.. reproduction Quality. Pcsnts of view or opinions stated in thisdocument do not necessarily represent official OERI position or policy. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 An on-going issue for writing center directors is how to provide data which supports the effectiveness of a center in improving student writing. Most of us as directors can cite anecdotal evidence of student success, and we can also provide numbers to show that students are using the writing center. More difficult is the attempt to substantiate that students who utilize the center's services are more likely to write better in their classes and less likely to drop classes where writing is assigned. As more and more colleges and universities look for ways to cut budgets and require more valid evidence that programs are working, writing center directors find themselves constantly on the defensive. In a community college where the writing center is often looked upon as being primarily developmental, the director may even need to find ways to prove that the writing center successfully serves more than the underprepared student. Although the research project is described in this paper, this researcher has concluded that qualitative evidence is much clearer and cleaner than quantitative evidence. Too many variables, such as an opendoor policy, general knowledge about the Writing Center, and the manner in which the study was conducted, prevent any substantial conclusions. 13 EST COPY AVAINAIBLE 1 2 f°4-',;PIT AvAILABLF," @default.
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