How Writing Contributes to Learning: New Findings from a National Study and Their Local Application

dc.contributor.authorAnderson, Paul
dc.contributor.authorAnson, Chris M.
dc.contributor.authorFish, Tom
dc.contributor.authorGonyea, Robert M.
dc.contributor.authorMarshall, Margaret
dc.contributor.authorMenefee-Libey, Wendy
dc.contributor.authorPaine, Charles
dc.contributor.authorBlake, Laura Palucki
dc.contributor.authorWeaver, Susan
dc.date.accessioned2025-02-20T15:55:37Z
dc.date.available2025-02-20T15:55:37Z
dc.date.issued2017
dc.description.abstractWriting 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.citationAnderson, 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.issn1541-1389
dc.identifier.otherBRITE 513
dc.identifier.urihttps://hdl.handle.net/2022/32818
dc.language.isoen
dc.relation.isversionofhttps://www.aacu.org/peerreview/2017/Winter/Anderson
dc.relation.journalPeer Review
dc.titleHow Writing Contributes to Learning: New Findings from a National Study and Their Local Application

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