Haas, Christina and Linda Flower. Strategies for Continuing Writing-across-the-Curriculum Programs. Article reviews data-based research into writing sites, writing pedagogy, writing genres, and writing media in college. The researcher used functional linguistic analysis to examine the logical framing of twenty college-level student essays and determined that although critical analysis was expected by teachers and attempted by the writers, expectations in the one group and performance in the second group must be raised to meet post-college writing demands.
Handbook of writing research. In an ethnographic study of a college composition classroom, the author found students in the act of composition using fifty-six different kinds of electronic equipment. An application of the Campus Compact Assessment Protocol. The authors summarize years of research on instruction surrounding grammar issues, demonstrating that teaching from a Traditional School Grammar TSG perspective may actually be harmful to student writers in part because it displaces time that may be better spent in actual composition practice.
This report of a major study tracked the complex education growth of over three-hundred students through their undergraduate years, showing the importance of writing, critical thinking, problem solving, quantitative reasoning, information literacy, understanding and appreciation of diversity, and personal growth.
Tsui found college students across the curriculum and across different institutions made a statistically significant connection between the number of writing assignments in their degree and the positive stress the institution put on critical thinking.
The research used rigorous and systematic methodologies and was published in peer-reviewed venues: Writing apprehension and anti-writing: Inside the undergraduate experience: National Council of Teachers of English Graham, Steve and Michael Hebert.
Beyer, Catherine Hoffman, Gerald M. The author urges researchers to observe four key factors in measuring writing and learning growth: Analyzing over one thousand essays written for Delaware mandated school testing, the researcher found that formulaic essays such as the five-paragraph theme did no better with raters than other essays, and that what counted most was topical elaboration.
This meta analysis of writing research identifies 11 key research-based instructional strategies that improve adolescent writing in middle and high schools. The effect of the writing mode on pausing and revision patterns of experienced writers. Reporting on a two-year study of a large first-year composition program [FYC], Wardle determines that genre knowledge combined, later, with knowledge of contexts within specific disciplines prove to be a necessary pedagogical step in the continuing development of successful writing skills in college.
They also suggest other approaches to understanding grammars that benefit students more. This longitudinal study of one biology major and the development of her writing and reading during the four undergraduate years shows how study of audience awareness in her first-year composition course proved crucial to her later in college, especially when she had to grow more sophisticated in her evaluation of academic texts and their authors.This Framework for Success in Postsecondary Writing describes the rhetorical and 21st century skills as well as habits of mind and experiences that are critical for college success.
Based in current research in writing and writing pedagogy, the Framework was written and reviewed by two- and four-year college and high school writing faculty. This Framework describes the rhetorical and twenty-first-century skills as well as habits of mind and experiences that are critical for college success.
Based in current research in writing and writing pedagogy, the Framework was written and reviewed by two- and four-year college and high school writing faculty nationwide and is endorsed by the Council.
Framework for Success in Postsecondary Writing Correlation grid Miller/Jurecic, Habits of the Creative Mind, First Edition 1 Framework for Success in Postsecondary Writing Developed by Council of Writing Program Administrators, National Council of Teachers of English.
Begin citation with title.
For example: NAICS Desk Reference: The North American Industry Classification System Desk Reference. JIST Works, Book: Multivolume: If using two or more volumes of a multivolume work, cite the total number of volumes after the title (or editor).
If published over several years, give the range of years.
Wright. Framework for Success in Postsecondary Writing - Selected Research Bibliography This bibliography has been compiled by Cathy Fleischer, Rich Haswell, Chris Thaiss, and Kathy Rowlands based on suggestions from Task Force members and other resources.
Jun 14, · Mark McBeth discusses the Framework for Success in Postsecondary Writing which was developed collaboratively with representatives from the Council of Writing Program Administrators, the National.Download