How Writing Contributes to Learning: New Findings from a National Study and Their Local Application
dc.contributor.author | Anderson, Paul | |
dc.contributor.author | Anson, Chris M. | |
dc.contributor.author | Fish, Tom | |
dc.contributor.author | Gonyea, Robert M. | |
dc.contributor.author | Marshall, Margaret | |
dc.contributor.author | Menefee-Libey, Wendy | |
dc.contributor.author | Paine, Charles | |
dc.contributor.author | Blake, Laura Palucki | |
dc.contributor.author | Weaver, Susan | |
dc.date.accessioned | 2025-02-20T15:55:37Z | |
dc.date.available | 2025-02-20T15:55:37Z | |
dc.date.issued | 2017 | |
dc.description.abstract | Writing ability is among the most valued outcomes of a college education. Always included in conceptions of a liberal education, writing is also one of the most highly desired skills across business and industry (see Hart 2015; Burning Glass Technologies 2015). Since the 1970s, writing specialists have intensified their theorizing, research, and advocacy of institution-level initiatives aimed at improving students’ writing abilities. These efforts have produced, among other things, writing-intensive (WI) courses and writing-across the-curriculum (WAC) and writing-in-the-disciplines (WID) programs. In 2008, the Association of American Colleges and Universities (AAC&U) underscored the importance of effective writing pedagogy by including writing-intensive courses in its list of high-impact educational practices (Kuh). | |
dc.identifier.citation | Anderson, Paul, et al. "How Writing Contributes to Learning: New Findings from a National Study and Their Local Application." Peer Review, vol. 19, no. 1, pp. 4-8, 2017. | |
dc.identifier.issn | 1541-1389 | |
dc.identifier.other | BRITE 513 | |
dc.identifier.uri | https://hdl.handle.net/2022/32818 | |
dc.language.iso | en | |
dc.relation.isversionof | https://www.aacu.org/peerreview/2017/Winter/Anderson | |
dc.relation.journal | Peer Review | |
dc.title | How Writing Contributes to Learning: New Findings from a National Study and Their Local Application |
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