| Description |
1 online resource (viii, 278 pages) |
| Physical Medium |
polychrome |
| Description |
text file |
| Summary |
"Perspectives on how first-year writing can support or hinder students' transitions to college from scholars working in a variety of institutional and geographic contexts and a range of student populations. Contributors present individual and program case studies, surveys of thousands of students, retention data, and policy analysis"--Provided by publisher |
| Bibliography |
Includes bibliographical references and index. |
| Contents |
Introduction : retention, persistence, and writing : expanding the conversation / Todd Ruecker, Dawn Shepherd, Heidi Estrem, and Beth-Brunk Chavez -- Retention Panopticon : what WPAS should bring to the table in discussions of student success / Rita Malenczyk -- Building collaborative partnerships to support institutional-level retention initiatives in writing programs / Ashley J. Holmes and Cristine Busser -- Big data and writing program retention assessment : what we need to know / Marc Scott -- Imperative of pedagogical and professional development to support the retention of underprepared students at open-access institutions / Joanne Giordano, Holly Hassel, Jennifer Heinert, and Cassandra Phillips -- How student performance in first-year composition predicts retention and overall student success / Nathan Garrett, Matthew Bridgewater, and Bruce Feinstein -- "Life gets in the way" : the case of a seventh-year senior / Sara Webb-Sunderhaus -- Absolute hospitality in the writing program / Pegeen Reichert Powell -- Retention, critical pedagogy, and students as agents : eschewing the deficit model / Beth Buyserie, Anna Plemons, and Patricia Freitag Ericsson -- Reconfiguring the writing studio model : examining the impact of the PlusOne Program on student performance and retention / Polina Chemishanova and Robin Snead -- Retention rates of second language writers and basic writers : a comparison within the Stretch Program model / Sarah Elizabeth Snyder -- Kairotic classroom : retention discourse and supplemental instruction in the first year / Sarah E. Harris -- Enhancing alliances and joining initiatives to help students : the story of how we created developmental learning communities at Texas A & M University-Corpus Christi / Susan Wolff Murphy and Mark Hartlaub -- Undergraduate mentors as agents of engagement : peer advocates in first-year writing courses / Michael Day, Tawanda Gipson, and Chris Parker -- Afterword / Linda Adler-Kassner. |
| Local Note |
eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - North America |
| Provenance |
Gift of Paul and Mary Haas. |
| Subject |
English language -- Rhetoric -- Study and teaching (Higher)
|
|
English language -- Rhetoric -- Study and teaching (Higher) |
|
College dropouts -- Prevention.
|
|
College dropouts -- Prevention. |
|
LANGUAGE ARTS & DISCIPLINES -- Composition & Creative Writing. |
|
LANGUAGE ARTS & DISCIPLINES -- Rhetoric. |
|
REFERENCE -- Writing Skills. |
| Added Author |
Ruecker, Todd Christopher, editor.
|
|
Shepherd, Dawn, 1971- editor.
|
|
Estrem, Heidi, editor.
|
|
Brunk-Chavez, Beth, 1970- editor.
|
| Other Form: |
Print version: Retention, persistence, and writing programs. Logan : Utah State University Press, [2017] 9781607326014 (DLC) 2016035663 (OCoLC)957056942 |
| ISBN |
9781607326021 (electronic book) |
|
1607326027 (electronic book) |
|
9781607326014 |
|
1607326019 |
|
