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Developing Writers in Higher Education: A Longitudinal Study

Anne Ruggles Gere, Editor 2019 Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International license This open access version has been made available thanks to support from the University of Michigan Humanities Collaboratory
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For undergraduates following any course of study, it is essential to develop the ability to write effectively. Yet the processes by which students become more capable and ready to meet the challenges of writing for employers, the wider public, and their own purposes remain largely invisible. Developing Writers in Higher Education shows how learning to write for various purposes in multiple disciplines leads college students to new levels of competence.

This volume draws on an in-depth study of the writing and experiences of 169 University of Michigan undergraduates, using statistical analysis of 322 surveys, qualitative analysis of 131 interviews, use of corpus linguistics on 94 electronic portfolios and 2,406 pieces of student writing, and case studies of individual students to trace the multiple paths taken by student writers. Topics include student writers' interaction with feedback; perceptions of genre; the role of disciplinary writing; generality and certainty in student writing; students' concepts of voice and style; students' understanding of multimodal and digital writing; high school's influence on college writers; and writing development after college. The digital edition offers samples of student writing, electronic portfolios produced by student writers, transcripts of interviews with students, and explanations of some of the analysis conducted by the contributors.

This is an important book for researchers and graduate students in multiple fields. Those in writing studies get an overview of other longitudinal studies as well as key questions currently circulating. For linguists, it demonstrates how corpus linguistics can inform writing studies. Scholars in higher education will gain a new perspective on college student development. The book also adds to current understandings of sociocultural theories of literacy and offers prospective teachers insights into how students learn to write. Finally, for high school teachers, this volume will answer questions about college writing.

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  • PDF (2.01 MB)
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Series
  • Sweetland Digital Rhetoric Collaborative
ISBN(s)
  • 978-0-472-13124-2 (hardcover)
  • 978-0-472-03738-4 (paper)
  • 978-0-472-12481-7 (ebook)
  • 978-0-472-90103-6 (open access)
Subject
  • Education:Higher Education
  • Digital Projects
  • Composition
  • Writing
Citable Link
  • Table of Contents
  • Resources
  • Stats

Table of Contents

  • Cover
  • Title Page
  • Copyright Page
  • Dedication
  • Contents
  • Acknowledgments
  • Introduction
  • Section One: Writing Is a Rhetorical and Social Activity
    • One. Toward Critical Engagement: Affect and Action in Student Interactions with Instructor Feedback
    • Two. “A Good Development Thing”: A Longitudinal Analysis of Peer Review and Authority in Undergraduate Writing
  • Section Two: Genre Awareness Contributes to Student Writing Development
    • Three. “Kinds of Writing”: Student Conceptions of Academic Creative Forms of Writing Development
    • Four. Complicating the Relationship between Disciplinary Expertise and Writing Development
  • Section Three: Writing (and Writing Instruction) Benefits from Attention to Language-Level Features
    • Five. Generality and Certainty in Undergraduate Writing Over Time: A Corpus Study of Epistemic Stance Across Levels, Disciplines, and Genres
    • Six. Tracking Students’ Developing Conceptions of Voice and Style in Writing
  • Section Four: All Writers Have More to Learn
    • Seven. Grace: A Case Study of Resourcefulness and Resilience
    • Eight. “My Writing Writing”: Student Conceptions of Writing and Self-Perceptions of Multimodal Compositional Development
  • Section Five: Writing Development Precedes and Extends Beyond College
    • Nine. Reaching Back to Move beyond the “Typical” Student Profile: The Influence of High School in Undergraduate Writing Development
    • Ten. Writing Beyond the University
    • Conclusion
    • Footnote
  • Appendix 1: Demographic Information
  • Appendix 2: Sweetland Minor in Writing Program Details
  • Appendix 3: Sample of Writing Development Surveys
  • Appendix 4: Samples of Interview Questions
  • Appendix 5: Interview Codebook
  • Appendix 6: List of Participants by Name and Chapter
  • Contributors
  • Index

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Audio Clip from Exit Interview with Joy

From Ebook and Chapter 1

Audio clip from exit interview with writing minor Joy, as discussed in chapter 1.

Audio Clip from Exit Interview with Zach

From Ebook and Chapter 2

Audio clip from exit interview with writing minor Zach, as discussed in chapter 2.

Audio Clip from Exit Interview with Shannon

From Ebook and Chapter 2

Audio clip from exit interview with writing minor Shannon, as discussed in chapter 2.

Audio Clip from Entry Interview with Dan

From Ebook and Chapter 3

Audio clip from entry interview with writing minor Dan, as discussed in chapter 3.

Audio Clip from Entry Interview with Jonah

From Ebook and Chapter 4

Audio clip from entry interview with writing minor Jonah, as discussed in chapter 4.

Audio Clip from Entry Interview with Jon

From Ebook and Chapter 6

Audio clip from entry interview with writing minor Jon, as discussed in chapter 6.

Audio Clip from Exit Interview with Julia

From Ebook and Chapter 8

Audio clip from exit interview with writing minor Julia, as discussed in chapter 8.

Audio Clip from Entry Interview with Natalie

From Ebook and Chapter 9

Audio clip from entry interview with writing minor Natalie, as discussed in chapter 9.

Audio Clip from Entry Interview with Dan

From Ebook and Chapter 10

Audio clip from entry interview with writing minor Dan, as discussed in chapter 10.

Audio Clip from Exit Interview with Teresa

From Ebook and Chapter 3

Audio clip from exit interview with non-minor Teresa, as discussed in chapter 3.

Audio Clip from Entry Interview with Grace

From Ebook and Chapter 7

Audio clip from entry interview with non-minor Grace, as discussed in chapter 7.

Audio Clip from Exit Interview with Grace

From Ebook and Chapter 7

Audio clip from exit interview with non-minor Grace, as discussed in chapter 7.

Audio Clip from Exit Interview with Samantha

From Ebook and Chapter 8

Audio clip from exit interview with writing minor Samantha, as discussed in chapter 8.

Audio Clip from Exit Interview with Abby

From Engagement layer

Audio clip from exit interview with writing minor Abby, as presented on the multimodal composition page of the engagement layer.

Audio Clip 2 from Exit Interview with Joy

From Engagement layer

Audio clip from exit interview with writing minor Joy, as presented on the feedback page of the engagement layer.

Interview with Benjamin Keating: For Students

From Engagement layer

Audio interview with Benjamin Keating, author of Developing Writers chapter 2, discussing the chapter's applications for students of writing.

Interview with Sarah Swofford: For Students

From Engagement layer

Audio interview with Sarah Swofford, author of Developing Writers chapter 9, discussing the chapter's applications for students of writing.

Interview with Sarah Swofford: For Instructors

From Engagement layer

Audio interview with Sarah Swofford, author of Developing Writers chapter 9, discussing the chapter's applications for instructors of writing.

Interview with Benjamin Keating: For Instructors

From Engagement layer

Audio interview with Benjamin Keating, author of Developing Writers chapter 2, discussing the chapter's applications for instructors of writing.

Interview with Laura Aull and Zak Lancaster: For Students

From Engagement layer

Audio interview with Laura Aull and Zak Lancaster, authors of Developing Writers chapters 5 and 6, discussing the chapter's applications for students of writing.

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