For undergraduates following any course of study, it is essential
to develop the ability to write effectively. Yet the processes by
which students become more capable and ready to meet the challenges
of writing for employers, the wider public, and their own purposes
remain largely invisible. Developing Writers in Higher Education
shows how learning to write for various purposes in multiple
disciplines leads college students to new levels of competence.
This volume draws on an in-depth study of the writing and
experiences of 169 University of Michigan undergraduates, using
statistical analysis of 322 surveys, qualitative analysis of 131
interviews, use of corpus linguistics on 94 electronic portfolios
and 2,406 pieces of student writing, and case studies of individual
students to trace the multiple paths taken by student writers.
Topics include student writers' interaction with feedback;
perceptions of genre; the role of disciplinary writing; generality
and certainty in student writing; students' concepts of voice and
style; students' understanding of multimodal and digital writing;
high school's influence on college writers; and writing development
after college. The digital edition offers samples of student
writing, electronic portfolios produced by student writers,
transcripts of interviews with students, and explanations of some
of the analysis conducted by the contributors.
This is an important book for researchers and graduate students in
multiple fields. Those in writing studies get an overview of other
longitudinal studies as well as key questions currently
circulating. For linguists, it demonstrates how corpus linguistics
can inform writing studies. Scholars in higher education will gain
a new perspective on college student development. The book also
adds to current understandings of sociocultural theories of
literacy and offers prospective teachers insights into how students
learn to write. Finally, for high school teachers, this volume will
answer questions about college writing.