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How to Participate

Participate in the How I Write, Ireland Research Project

Regional Writing Centre consultants are inviting teachers and learners everywhere to use the interviews as a learning tool and to give us some feedback on the outcomes:

  • Teachers reporting on the learning outcomes that motivated the use of the interviews and on any evidence that the learning outcomes were achieved.
  • Learners reporting on the value they attribute to the interviews in terms of strategy development and process modification.

Amongst the assumptions that we would like to test are the following:

  • If “[s]elf-regulation integrates learning behaviors or strategies, motivation, and metacognition”, as Hammann (2005: 17) claims, then the How I Write, Ireland interviews are all about self-regulation, because the project is an individual project: not ‘the’ writing process, but ‘a’ writing process.
  • Zimmerman and Bandura (1994) emphasize the role of self-efficacy in how successfully writers are likely to develop. The activities built around the How I Write, Ireland interviews foster a greater sense of self-confidence as a writer.
  • Petric's small study (2002: 25) in a second language learning context draws attention to the reciprocal relationship of writing behaviours to writing attitude, concluding that "a sound writing pedagogy needs to take into account students' initial personal theories of writing.“ Freewriting, generative writing and talk about cognitive, metacognitive, affective and social strategies for reaching one’s writing goals are behaviours that lead to changes in attitudes, facilitating further self-regulatory behaviours.
  • Naturally, we are open to whatever the data reveals. If you wish to participate, please see our forms below. Teachers can be learners. Teachers using the interviews to inform their own writing process are learners and would submit a Learner's form to report on the outcomes. Only when performing in the role of a teacher, using the interviews to spark others' metacognitive awareness of their writing process and strategies, would you use the Teacher's form. You do not have to share your findings with us, but to do so is to assist in a fact-finding mission that we hope to use as a defence for maintaining and growing this practice, furthering the argument for the didactic value of the wider conversation on writing.

As a Teaching Resource - 

As a Learning Resource -