1. Using Hope Theory and Writing Hope to Predict, Shape, and Increase Success across Writing Classroom Contexts
Casey Reid, UCM and ODU
Casey Reid
"Using Hope Theory and Writing Hope" SSW 2016

2. Overview Basics: What is Hope and Writing Hope?
Rationale: Why Hope and Writing Hope?
Assessments: How Can I Measure Hope and Writing Hope?
Course Materials and Assignment Ideas: How Can I Use Hope and Writing Hope?
Q&A
Casey Reid
"Using Hope Theory and Writing Hope" SSW 2016

3. Basics: What is Hope and Writing Hope?
Hope theory = goal attainment process
Desired goals
Pathways (steps, people, processes) toward goal
Agency (sense of ability to achieve and motivation)
Key researchers: C. R. Snyder and Shane Lopez
Writing hope = writing-related goal attainment process
Desired writing goals
Pathways: “metacognitive strategies analyzed and utilized to accomplish a writing goal” (Sieben 54)
Agency: “emotional, affective motivation to want to continue working toward a writing goal and to begin a new writing task (Sieben & Rose, 2012)” (cited in Sieben 54)
Key researcher: Nicole Sieben
Agency=willpower + Pathways = waypower
Casey Reid
"Using Hope Theory and Writing Hope" SSW 2016

4. The Hope Cycle Pathways Present Self Goal Agency
-Related to self-regulation and self-efficacy (belief in one’s abilities—see Bandura), which are needed during the writing process
-”Teaching students to be self-regulative during the writing process is one way to enhance students’ feelings of self-efficacy about their writing (Graham & Harris, 2000)” (cited in Sieben 44)
-In turn, self-efficacy may act as the agency to keep students motivated (Sieben 44-45)
Graphic courtesy of Connie Flick-Hruska and Jim McGraw (2013)
Casey Reid
"Using Hope Theory and Writing Hope" SSW 2016

5. Rationale: Why Hope? High hope = less anxiety higher grades
higher graduation rate
- “better predictor of academic success than intelligence, personality or previous academic performance” (Grasgreen)
Source: Grasgreen (2012)
Casey Reid
"Using Hope Theory and Writing Hope" SSW 2016

6. Why Writing Hope?
Predictive ability: “writing hope pathways significantly predicted writing ability” (Sieben 101)
Impact course outcomes (performance on writing tasks, grades, transitions, etc.)
Creates common language in classroom
Sense of agency be built and help “make writing matter to students” through use of “positive writing experiences and environments” and “authentic audiences” ( )
Develop pathways toward success with writing goals through explicit conversations about writing strategies, navigation of potential obstacles and problems during writing process, and reflection throughout the writing process (108)
Casey Reid "Using Hope Theory and Writing Hope" SSW 2016

7. Hope is Malleable Adaptable Accessible Inclusive Relevant Positive
Empowering and Motivating
Social Justice Oriented (Sieben 122)
-adaptable to instructor pedagogy and theory
-malleable: can be changed
-accessible to students and makes instructors accessible, too, if used as a way to connect via shared experiences
-relevant to students’ lives
-positive: comes out of positive psychology and has as a core belief the idea all people have the capacity to build hope
-empowering and motivating: gives students clear focus and helps instructors feel empowered (see Chaffey’s work)
-social justice oriented: powerful tool for potential transformative change—helps increase student investment in reading and writing and increase sense of agency, making them more likely to succeed, and “moves critical social theory from merely understanding injustices to offering pathways for action towards accomplishing goals” (cited in Sieben 11)
Casey Reid "Using Hope Theory and Writing Hope" SSW 2016

8. Assessments Casey Reid (mreid@ucmo.edu)
"Using Hope Theory and Writing Hope" SSW 2016

9. Usage Thoughts Fast and free non-cognitive inventory
Can be part of other assessment initiatives—think retention
Good for pre- and post-assessment comparisons (Sieben 114)
FYI: must establish operational definitions of low, average, and high hope students for your institution; see Chaffey College’s work determining Low vs. Average vs. High Hope
Casey Reid
"Using Hope Theory and Writing Hope" SSW 2016

10. Course Materials and Assignment Ideas
Casey Reid
"Using Hope Theory and Writing Hope" SSW 2016

11. Course Materials Thoughts
Works with a variety of pedagogies and theoretical approaches
Can be short, one-shot activities (minimum impact) or a theme for an entire course
Can be used as a tool for metacognitive reflection throughout the writing process
Works well for multimodal and application-based assignments
Language can be incorporated into conferences and other conversations
Casey Reid "Using Hope Theory and Writing Hope" SSW 2016

12. Hope Monger: http://shanelopez.com/
Writing HOPE Works:
Chaffey College’s “Hope and Mindset Theories and Strategies”:
Resources!
Casey Reid "Using Hope Theory and Writing Hope" SSW 2016

13. Q&A
Casey Reid, University of Central Missouri and Old Dominion University or
Casey Reid
"Using Hope Theory and Writing Hope" SSW 2016

14. Works Cited
Grassgreen, Allie. “Here’s Hoping.” Inside Higher Ed. Inside Higher Ed, 6 July Web. 13 Sep Sieben, Nicole. Writing Hope, Self-Regulation, and Self-Efficacy as Predictors of Writing Ability in First-Year College Students. Diss. Hofstra University, Ann Arbor: UMI, AAT ProQuest. Web. 26 Nov
Casey Reid
"Using Hope Theory and Writing Hope" SSW 2016