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  2. Developing Writers in Higher Education: A Longitudinal Study

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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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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A detailed description of the learning goals/objectives, course requirements, and assessments, and course calendar for the Minor in Writing at the Sweetland Center for Writing.

Appendix 2a: Sweetland Minor in Writing Program Details

From All chapters

A detailed description of the learning goals/objectives, course requirements, and assessments, and course calendar for the Minor in Writing at the Sweetland Center for Writing.

All questions and response options from pre and post surveys taken by students for the writing development study.

Appendix 3a: Writing Development Surveys

From All chapters

All questions and response options from pre and post surveys taken by students for the writing development study.

All questions from pre- and post-interviews.

Appendix 4a: Interview Protocols

From All chapters

All questions from pre- and post-interviews.

Definitions and descriptions of all codes used in the writing development study.

Appendix 5a: Interview Codebook

From All chapters

Definitions and descriptions of all codes used in the writing development study.

Lists of boosters, hedges, and generality markers used in Laura Aull's corpus analysis in chapter five.

Appendix 7: Lexical Lists Used in Analysis

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Lists of boosters, hedges, and generality markers used in Laura Aull's corpus analysis in chapter five.

Tables showing corpus comparisons in generality markers, qualified generalizations, hedges, and boosters across University of Michigan incoming first-year students, MICUSP, and COCAA.

Appendix 8: Findings from Corpus Analysis

From All chapters

Tables showing corpus comparisons in generality markers, qualified generalizations, hedges, and boosters across University of Michigan incoming first-year students, MICUSP, and COCAA.

College Board Neighborhood Cluster Descriptions for All Students in the Writing Development Study.

Appendix 9: Neighborhood Clusters Grouping

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College Board Neighborhood Cluster Descriptions for All Students in the Writing Development Study.

Chart that shows the population of minors and non-minors in each neighborhood cluster.

Appendix 10: Group Counts

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Chart that shows the population of minors and non-minors in each neighborhood cluster.

Exit interview with Charlotte, a non-minor.

Charlotte Exit Interview

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Exit interview with Charlotte, a non-minor.

Entry interview with Charlotte, a non-minor.

Charlotte Entry Interview

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Entry interview with Charlotte, a non-minor.

Entry interview with writing minor Shannon.

Shannon Entry Interview

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Entry interview with writing minor Shannon.

Exit interview with writing minor Shannon.

Shannon Exit Interview

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Exit interview with writing minor Shannon.

Exit interview with writing minor Brian.

Brian Exit Interview

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Exit interview with writing minor Brian.

Entry interview with Jake, a non-minor.

Jake Entry Interview

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Entry interview with Jake, a non-minor.

Exit interview with Jake, a non-minor.

Jake Exit Interview

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Exit interview with Jake, a non-minor.

Entry interview with writing minor Zach.

Zach Entry Interview

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Entry interview with writing minor Zach.

Exit interview with writing minor Zach.

Zach Exit Interview

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Exit interview with writing minor Zach.

Entry interview with writing minor Sidney.

Sidney Entry Interview

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Entry interview with writing minor Sidney.

Exit interview with writing minor Sidney.

Sidney Exit Interview

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Exit interview with writing minor Sidney.

Exit interview with Kris, a non-minor.

Kris Exit Interview

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Exit interview with Kris, a non-minor.

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