This workshop is for faculty across all college divisions who assign papers in their courses, who experience concerns about their students' writing, and who want to know how best to support their students' writing development. First, we will present findings from recent research in Writing Studies, some of which is longitudinal (tracking individual students over time) and some linguistic analyses of first-year to fourth-year student papers. This research offers insights into the following questions:
* What does development looks like across the undergraduate years in terms of general stages?
* How do students themselves make sense of academic writing and of themselves as writers?
* What textual characteristics in students' papers change over time?
* What are some common roadblocks for development?
* What kinds of assignments do students find most meaningful, and what kinds of support (feedback, models, etc.) foster development?
Second, we invite participants to share their particular concerns about their students' writing. Through that discussion, we hope to better understand overlap and differences in expectations depending on college division and, ultimately, arrive at some concrete teaching suggestions.
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