Rigor or Remediation? Exploring Writing Proficiency and Assessment Measures in Journalism and Mass Communication Programs

Abstract

This exploratory study probes respondents' perceptions of the writing proficiency of students entering programs of journalism and mass communication, and measures used to assess and improve student writing. Results show that regardless of institutional attributes, faculty members are dealing with many new students who are only moderately proficient in writing. The study also shows that among respondents, there is no clear pattern of measures used or in the degree of success achieved with those measures. Results indicate a dichotomy between faculty favoring a more rigorous approach and those favoring a remediation-based approach to improving student writing. Finally, program planners must now begin doing more to meet students where they are, and then implement meaningful measures that work for their own institutions.