An Examination of At-Risk College Freshmen's Expository Literacy Skills Using Interactive Online Writing Activities

Abstract

This qualitative study focused on at-risk college freshmen's ability to read and write expository text using game-like, online expository writing activities. These activities required participants to write descriptions of a target object so that peers could guess what the object was, after which they were given the results of those guesses as feedback on their writing. Findings suggested that these online writing activities can improve at-risk students' expository literacy skills. Specifically, findings emphasized the importance of the writers' description of salient features and word choice when writing for an online (distant) reader, and the importance of knowing the audience they are addressing. The participants' feedback concerning how and why they made a particular choice may provide a lens to view how at-risk readers utilize and apply reading strategies. Further research is recommended to determine if the reading behaviors of at-risk students can be better understood by examining the rationale described in the feedback.

Additional information

Notes on contributors

Geraldine Mongillo

Geraldine Mongillo is an associate professor of literacy in the Department of Educational Leadership and Professional Studies at William Paterson University of New Jersey. She also co-coordinates the First Year Foundations reading program. Her research interests include developmental reading processes and adolescent literacy.

Hilary Wilder

Hilary Wilder is an associate professor of learning technologies at William Paterson University of New Jersey. Her research interests include the use of social media and new technologies to promote writing literacies and afford effective written communication skills.