Why Essay? A Question of Genre, Literacy Practices, and First-Year Writing

ADE Bulletin ◽  
2018 ◽  
Vol 155 (0) ◽  
pp. 47-51
Keyword(s):  
Literacy Practices ◽  
First Year ◽  
First Year Writing

scholarly journals Re-Imagining the First Year as Catalyst for First-Year Writing Program Curricular Change

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Virginia Crank ◽  
Sara Heaser ◽  
Darci L. Thoune
Keyword(s):  
College Retention ◽  
Habits Of Mind ◽  
Curricular Change ◽  
First Year ◽  
Writing Program ◽  
Research Project ◽  
First Year Writing ◽  
Writing Courses ◽  
Multiple Measures ◽  
Writing Course

This article describes a revision of a first-year writing program curriculum using the pillars of the Reimagining the First-Year Program. The authors adapted principles related to mindset and habits of mind from both college retention scholarship and composition scholarship. After developing a research project in order to understand what elements of mindset correlate with readiness for credit-bearing writing courses, the authors created a multiple measures placement system for enrolling students in a credit-bearing first-year writing course with co-requisite support.  

Building a local learner corpus

2018 ◽  
Vol 4 (1) ◽  
pp. 112-127 ◽  
Author(s):  
Monica H. Kwon ◽  
R. Scott Partridge ◽  
Shelley Staples
Keyword(s):  
Faculty Members ◽  
First Year ◽  
Construction Process ◽  
Writing Program ◽  
First Year Writing ◽  
Learner Corpus ◽  
Writing Course ◽  
Teaching Interventions ◽  
Learner Corpus Analysis ◽  
Writing Instructors

Abstract This paper describes the construction process involved in creating a robust local learner corpus of texts produced by international students in a first-year writing course at a large public, mid-western university in the U.S. We show how involving faculty members and graduate students of our local writing program in the process of learner corpus analysis provides them with opportunities to develop their skills and knowledge as writing instructors, course designers, and, ultimately, knowledge producers. An additional benefit of such an undertaking is that the corpus can become part of the infrastructure of a research community that allows continued contributions by others individually and collaboratively. We also illustrate the usefulness of our local learner corpus for research, teaching, mentoring, and collaboration within our writing program with examples of the research projects and teaching interventions we have developed.

NO MORE FIRST-YEAR WRITING

2019 ◽  
pp. 193-204
Author(s):  
Jeanne Law Bohannon ◽  
Janice R. Walker
Keyword(s):  
First Year ◽  
First Year Writing

The Ethics of Teacher Responses to Translingual Student Writing

2021 ◽  
pp. 27-38
Author(s):  
Lauren M. Connolly
Keyword(s):  
Student Writing ◽  
First Year ◽  
First Year Writing ◽  
History Of ◽  
English Speaking ◽  
Native English Speaking ◽  
Teacher Responses

This chapter will discuss the history of instructor comments in first-year writing and consider the differences in commenting for translingual students, native English-speaking students, as well as students from various language backgrounds and experiences. The goal is to consider ways beyond simply pointing out errors in students' writing and consider the rhetorical appropriateness of the students' texts and how instructors can provide comments to students to maintain the integrity of students' language backgrounds.

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