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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
Open Access Open Access
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)
  • 978-0-472-90103-6 (open access)
Subject
  • Composition
  • Education:Higher Education
  • Writing
  • Digital Projects
Citable Link
  • Table of Contents

  • Resources

  • Stats

  • 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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Writing sample from writing minor Jonah for a lower-division STEM course.

Writing Sample from Jonah

From Ebook and Chapter 4

Writing sample from writing minor Jonah for a lower-division STEM course.

Writing sample from writing minor Angela for an upper-division political science course.

Writing Sample from Grace

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Writing sample from writing minor Angela for an upper-division political science course.

Writing sample from writing minor Amanda for an upper-division humanities course.

Writing Sample from Amanda

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Writing sample from writing minor Amanda for an upper-division humanities course.

Writing sample from writing minor Angela for an upper-division political science course.

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Writing sample from writing minor Angela for an upper-division political science course.

Writer's evolution essay from the Capstone Eportfolio of writing minor Joy.

Writing Sample from Joy

From Ebook and Chapter 1

Writer's evolution essay from the Capstone Eportfolio of writing minor Joy.

Writer's evolution essay from the Capstone Eportfolio of writing minor Sidney, as presented on the feedback page of the engagement layer.

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Writer's evolution essay from the Capstone Eportfolio of writing minor Sidney, as presented on the feedback page of the engagement layer.

Extracurricular text: creative writing.

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Extracurricular text: creative writing.

Writing assignment for a lower division STEM course.

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Writing assignment for an upper division humanities course.

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