Promoting Student Learning About Premarital Predictors of Later Marital Success Through Formal Writing

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dc.contributor.authorRandall, G. Kevin
dc.date.accessioned2022-03-11T18:58:10Z
dc.date.available2022-03-11T18:58:10Z
dc.date.issued2021
dc.descriptionThis article was originally published by Family Science Review
dc.description.abstractThis paper focuses on a revision of a semester-long formal writing assignment based on the first family life education content area (see NCFR), Families and Individuals in Societal Contexts, particularly courtship and marital choice. Many students were not completing this assignment that addresses an important developmental process: dating, courting, and choosing a life partner. Incorporating known pedagogical principles from the writing-to-learn literature, the assignment’s revision included developing four components required throughout the semester. The research-based principles behind the revision included interactive writing processes, meaning-making writing tasks, and clear writing expectations. Student completion rates of a majority of the four components, anonymous Individual Development and Educational Assessment (IDEA) qualitative comments, and anecdotal interactions with the instructor supported revision. The assignment, assessment, and grading rubrics are included for others to consider and to revise for their classroom use.
dc.identifier.citationRandall, G. K. (2021) Promoting Student Learning about Premarital Predictors of Later Marital Success through Formal Writing. Family Science Review, 25(1), 2-17.
dc.identifier.urihttps://hdl.handle.net/20.500.11875/3300
dc.language.isoen_US
dc.publisherFamily Science Review
dc.subjectpremarital predictors
dc.subjectmarital success
dc.subjectwriting-to-learn
dc.titlePromoting Student Learning About Premarital Predictors of Later Marital Success Through Formal Writing
dc.typeArticle

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