me SELF-EFFICACY Paper 2 Draft 3 Self-Pfficacy Pages: 5 California State University Dominguez Hills Janet Ponce Instructor Karen Lugo LBS 355 23 March 2016WRITING SELF-EFFICACY 2 Writing Self-Efficacy Teachers should be comfortable with their own writing and understand how to write correctly, otherwise, their students might be affected negatively. My paper will introduce Lavelle’s (2006) stndy regarding the relationship between writing self-efficacy and writing performance, it will critique the strengths and weaknesses of Lavelle’s (2006) study, and will explain how I will | ytd apply these concepts to my own writing self-efficacy and writing performance. Lavelle (2006) discusses how teachers feel about their own writing and how it affects their \ actual writing. Lavelle (2006) evaluates the writing samples of 64 teachers based on her Low Self-Efficacy scale, a deep and surface rubric, and a holistic rubric. The deep and surface rubric ‘was graded based on meaningful writing vs. linear writing. The holistic rubric is based on a scale from 1-3, and focuses on an overall impression. The research suggesthat those with high iting self-efficacy respond better to criticism of their own writing, while those with low writing self-cfficaey are more likely to get their feelings hurt about feedback (Lavelle, 2006). The research is clear; if teachers don’t feel good about their own writing, then they will not write well. I think this article’s (Lavelle, 2006) results are strong because of the correlation between writing self-efficacy and writing performance. In addition, Appendix A, B, and C helped me understand the grading criteria more clearly. However, Lavelle's (2006) Low Selt-Eificaeyeal is not casy to follow; it would have made more sense if a high score on the scale meant one had high writing self-efficacy, and a low score meant they had low writing self-efficacy. I believe that if teachers do not feel comfortable with writing, then they will not be able to properly prepare their students on how to write. I think my writing is okay, but I want it to be better. I typically receive As and Bs on my papers. I know I have always struggled with spelling, and it has been a skill I have not mastered.WRITING SELF-EFFICACY 3 1 still remember my elementary school teacher explaining to the class the difference between bad and worst, and she happened to use me as an example. She said that I was the worst speller she had ever seen. This remark relates to the article (Lavelle, 2006) because students with low writing self-efficacy tend to get their feelings hurt or feel that they themselves are not good enough writers. I remember feeling humiliated, and felt I would never be able to master spelling I believe my writing has improved over the years with the help of teachers. I like when they work with me on areas I need help with. For instance, my English professor would always go over my essays with me and make me read them out loud. He knew T had trouble with comma splices, so he would ask me if I had two independent clauses, and if so, then I would know to include a comma splice. I think that in order to become a better writer, you have to practice until you master each skill. I think a teacher would benefit from reading this because Lavelle (2006) posits the correlation between writing self-efficacy and writing performance. Also, this article can help teachers explain to their students why they may have critiques on their paper and what they, as students, can do to become better writers I learned that I am not the only one who is not 100 percent comfortable with their own writing, which is a sense of relief. I know I need to practice writing, in general, but especially when it comes to spelling and commas. [am working towards becoming teacher, and know I must practice writing now, so I can be better prepared on how to teach and grade my future students. 1 ‘want students to feel good about writing and not be intimidated because writing is an essential skill to have. Writing allows people to communicate with each other and allows for learning to take place. As a future teacher, I would explain to my students wy fieccived acertain grade on a writing assignment and what they could do to improve. If students are struggling with writing, then, I would work with them on areas they are having trouble with such as commas,WRITING SELF-EFFICACY spelling, grammar, organization, and so forth. I want my students to feel confident about their spelling, gr ‘own writing, and I would work with them until that is achieved.WRITING SELF-EFFICACY References Lavelle, E. (2006). Teachers’ Self-Efficacy for writing. Electronic Journal of Research in Educational Psychology, 4(1), 73-84.Paper Points and Feedbac! ‘A.V indicates a problem in your paper it does rot indicate percentoge of points lost, For example, you can lose al 4 points for Mechanics if you make too many granmatical errors. Format = 3 pts four score. ° Title page ° Line spacing (double spaced) Font Margins ° Pagination Header Title Length APA style: in-text citation and reference page Mechanics = 4 pts our score = © Spelling © Grammar © correct words © tense agreements © Missing words ° Punctuation © commas © apostrophes Capitalization Run on sentences/Fragments / Readabi ts jour score = A” Clarity of purpose © Overall clarity, including % word choice @ hard to process and/or understand @ excessive wordiness, redundancy © awkward sentence structure © Organization @ weak or lack of thesis statement © topic sentence(s) - doesn’t connect to thesis or to content @ lack of transitions/flow @ weak beginning and conclusion 5 Content = 5 pts © Soundness of the ideas © Ratio of specifics to generalizations © Accuracy of information — Followed assignment prompt Quality of evidence \ o Development of ideas Total Points Possible Your Total Score