Developing Writers in Higher Education: A Longitudinal StudyFor 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. Companion Website Click here to access the Developing Writers project and its findings at the interactive companion website. Project Data Access the data from the project through this tutorial. |
Contents
1 | |
Writing Is a Rhetorical and Social Activity | 21 |
Genre Awareness Contributes to Student Writing Development | 81 |
Writing and Writing Instruction Benefits from Attention to LanguageLevel Features | 131 |
All Writers Have More to Learn | 185 |
Writing Development Precedes and Extends Beyond College | 247 |
Other editions - View all
Common terms and phrases
ability academic writing analysis argument chapter collaborative college writing confidence construct of writing contexts corpus Corpus Linguistics course create creative critical engagement Dan’s described development as writers discipline discipline-specific discourse discourse community discussed electronic portfolio Emily Wilson engagement with instructor English entry interview essay exit interview exit surveys first-year writing genres goals Grace graduate high school instructor feedback Kaitlin kinds of writing Kris Kris’s language language-level learning Linda linguistic major markers mention mention mention metacognitive minor in writing minors and nonminors multimodal Natalie p-value paper reflective relationship response rhetorical rhetorical situations riences school-sponsored peer review self-efficacy sense social social media specific stance Stephanie student writing style suggests talk texts threshold concepts understanding view of writing voice World of Warcraft writ writerly development writing development writing experiences writing instruction writing minor writing process writing studies you’re