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Assessing Rhetorically: Evidence of Student Progress in Small-Group Writing Tutorials
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Ernest, Anne; Johnson, Patrick; Kelly-Riley, Diane – Learning Assistance Review, 2011
A year-long exploratory project examined how well students could effectively respond to a piece of first-year writing using an articulated framework--Assignment, Focus, Organization, Support, and Proofreading (AFOSP). The students in these small-group writing tutorials received peer-facilitated support while they were enrolled in first-year…
Descriptors: Freshman Composition, Small Group Instruction, Tutorial Programs, Achievement Gains