Retention, Persistence, and Writing Programs

Nonfiction, Reference & Language, Language Arts, Writing & Publishing, Composition & Creative Writing
Cover of the book Retention, Persistence, and Writing Programs by , Utah State University Press
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: ISBN: 9781607326021
Publisher: Utah State University Press Publication: April 1, 2017
Imprint: Utah State University Press Language: English
Author:
ISBN: 9781607326021
Publisher: Utah State University Press
Publication: April 1, 2017
Imprint: Utah State University Press
Language: English

From scholars working in a variety of institutional and geographic contexts and with a wide range of student populations, Retention, Persistence, and Writing Programs offers perspectives on how writing programs can support or hinder students’ transitions to college. The contributors present individual and program case studies, student surveys, a wealth of institutional retention data, and critical policy analysis.

Rates of student retention in higher education are a widely acknowledged problem: although approximately 66 percent of high school graduates begin college, of those who attend public four-year institutions, only about 80 percent return the following year, with 58 percent graduating within six years. At public two-year institutions, only 60 percent of students return, and fewer than a third graduate within three years. Less commonly known is the crucial effect of writing courses on these statistics.

First-year writing is a course that virtually all students have to take; thus, writing programs are well-positioned to contribute to larger institutional conversations regarding retention and persistence and should offer themselves as much-needed sites for advocacy, research, and curricular innovation. Retention, Persistence, and Writing Programs is a timely resource for writing program administrators as well as for new writing teachers, advisors, administrators, and state boards of education.

Contributors: Matthew Bridgewater, ​Cristine Busser, Beth Buyserie, Polina Chemishanova, ​Michael Day, ​Bruce Feinstein, ​Patricia Freitag Ericsson, ​Nathan Garrett, ​Joanne Baird Giordano, ​Tawanda Gipson, ​Sarah E. Harris, Mark Hartlaub, ​Holly Hassel, ​Jennifer Heinert, ​Ashley J. Holmes, ​Rita Malenczyk, ​Christopher P. Parker, ​Cassandra Phillips, ​Anna Plemons, ​Pegeen Reichert Powell, ​Marc Scott, Robin Snead, ​Sarah Elizabeth Snyder, ​Sara Webb-Sunderhaus, ​Susan Wolff Murphy

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

From scholars working in a variety of institutional and geographic contexts and with a wide range of student populations, Retention, Persistence, and Writing Programs offers perspectives on how writing programs can support or hinder students’ transitions to college. The contributors present individual and program case studies, student surveys, a wealth of institutional retention data, and critical policy analysis.

Rates of student retention in higher education are a widely acknowledged problem: although approximately 66 percent of high school graduates begin college, of those who attend public four-year institutions, only about 80 percent return the following year, with 58 percent graduating within six years. At public two-year institutions, only 60 percent of students return, and fewer than a third graduate within three years. Less commonly known is the crucial effect of writing courses on these statistics.

First-year writing is a course that virtually all students have to take; thus, writing programs are well-positioned to contribute to larger institutional conversations regarding retention and persistence and should offer themselves as much-needed sites for advocacy, research, and curricular innovation. Retention, Persistence, and Writing Programs is a timely resource for writing program administrators as well as for new writing teachers, advisors, administrators, and state boards of education.

Contributors: Matthew Bridgewater, ​Cristine Busser, Beth Buyserie, Polina Chemishanova, ​Michael Day, ​Bruce Feinstein, ​Patricia Freitag Ericsson, ​Nathan Garrett, ​Joanne Baird Giordano, ​Tawanda Gipson, ​Sarah E. Harris, Mark Hartlaub, ​Holly Hassel, ​Jennifer Heinert, ​Ashley J. Holmes, ​Rita Malenczyk, ​Christopher P. Parker, ​Cassandra Phillips, ​Anna Plemons, ​Pegeen Reichert Powell, ​Marc Scott, Robin Snead, ​Sarah Elizabeth Snyder, ​Sara Webb-Sunderhaus, ​Susan Wolff Murphy

More books from Utah State University Press

Cover of the book Rearticulating Writing Assessment for Teaching and Learning by
Cover of the book Key Theoretical Frameworks by
Cover of the book Decisions, Agency, and Advising by
Cover of the book On Location by
Cover of the book Landscaping on the New Frontier by
Cover of the book Oral Patterns of Performance by
Cover of the book Teaching Professional and Technical Communication by
Cover of the book Revelation, Resistance, and Mormon Polygamy by
Cover of the book Conceding Composition by
Cover of the book Discursive Ideologies by
Cover of the book Survivance, Sovereignty, and Story by
Cover of the book Genre and the Performance of Publics by
Cover of the book Haunting Experiences by
Cover of the book Living Folklore, 2nd Edition by
Cover of the book Living Folklore by
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy