Student-Athlete Literacy Practices, the IMSCI Writing Model Intervention and NCAA Bylaw 10.1

In the literature specifically addressing the needs of underserved and academically underprepared first-year college student-athletes, research to provide writing strategies that could be learned, applied, and implemented by academic tutors is lacking. In this multiple-case study, I explicitly taught the Inquiry, Modeling, Shared, Collaborative, Independent (IMSCI) writing model (Read, 2010) to three first-year students enrolled in ENGL 101: Composition and ENGL 102: Critical Reading and Writing courses to examine how this writing model affected how they thought about and developed their writing skills, and how it affected their self-efficacy and motivation for future writing (Kyndt et al., 2017). I collected qualitative data (i.e., transcribed audio recordings of tutoring sessions, anecdotal notes, and semi-structured interviews) to gain a deeper and more nuanced understanding of how the IMSCI writing model has impacted students' and athletes' writing processes, as well as their self-efficacy and motivation to write. I collected quantitative data (i.e., pre and post-tests writing rubrics scores, self-efficacy surveys, and writing beliefs surveys) to measure any shifts in student-athletes writing or self-perceptions as a writer. Birnie's (2016) Holistic and Analytic Writing Rubrics were used to analyze writing samples to document if student-athletes' skills had changed. The Self-Efficacy in Writing Scale (SEWS) and the Self-Beliefs, Writing Beliefs, and Attitude Survey (SWAS) were administered before and after the intervention to assess changes in self-efficacy, writing beliefs, and motivation to write. The results of the study revealed that the student-athletes found the IMSCI writing model helpful in terms of their writing skills, writing self-efficacy, and writing motivation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]