The purpose of this study was to explore the writing experiences of at-risk college freshmen. The term at-risk applies to students who entered college deemed under prepared for success with college level writing demands. An examination of previous high school writing courses was explored in hopes of understanding the experiences that shaped their…

Although peer interaction has received attention in second language (L2) collaborative writing (CW) research, the manner and quality of peer interaction have been less investigated. Previous studies usually examined peer interaction by looking at language-related episodes, overlooking the ways students negotiate for different types of knowledge…

Much of the research in composition about Hispanic-serving institutions focuses on the tripartite of writing program administrators, faculty, and students and the complexities of multilingual learner pedagogies. This article draws on conversational interview methods and data to analyze the servingness of three Floridian HSIs through critical race…

Between 2020-22 COVID-19 blurred the line between academic and digital writing as more students and educators used digital platforms to write, share, and collaborate on academic work. Today, students can video-conference, engage in digital annotating, communicate via chats with different audiences, and write more audience-oriented emails--some of…

Walter Benjamin (1936) provocatively suggests that art is an object consumed in a state of concentration. That is, you give yourself over to the artwork in a conscious decision to contemplate it deeply. John Dewey (1934) argues that art requires long periods of activity and reflection, and it comes only to those absorbed in observing experience. I…

In response to the COVID-19 global pandemic, the University of Maryland (UMD) Libraries quickly switched to online teaching and learning. This disruption created a chance for innovation, allowing the UMD Libraries to scale back nonessential functions and focus on improving mission-critical work. The authors present the teaching program at UMD…

This study investigated whether task instruction affected comprehension of multiple conflicting-view texts after controlling for a number of individual difference variables and whether the effects of task instruction varied as a result of post-reading assessment tasks. Recruited from a First-Year Composition course, 64 participants received a task…

While plenty of literature exists that explores faculty-to-student mentorship in higher education, the bulk of this scholarship focuses on graduate students and upper-division undergraduate students, not first-year undergraduates. This is problematic as the first year of college is the one in which mentorship has the largest impact on student…

Abstract Educators are encouraged to engage military veterans enrolling in college in the use of "expressive writing" and related assignments as curriculum interventions to assist these student veterans in their transition from military to civilian life. This article describes semester-long studies conducted in 2015, 2016, and 2017 in…

The course described in this article is a contextualized version of ENGL 1100 Composition I, a first year writing (FYW) course, designed specifically for students who declare majors in business and hospitality services programs to study composition in the context of their majors and future professions. This version of ENGL 1100 counts for FYW…

This qualitative collective case study examines how pre-collegiate literacy practices affect Latino/a student college success. Conducted at a South Texas border-region University, this study utilized a sample of six Latino/a students enrolled in a freshman level composition course. A focus group was used to explore how academic and social literacy…

The first-year writing (FYW) course is located at a crucial moment in a student's educational pursuits: it is one of the few required courses that nearly all students must take, and success in this course is often an early indicator of whether a student is likely to graduate. This dissertation examines how writing assessment and FYW have been used…

This is the first study to provide experimental evidence of the impact of corequisite remediation for students underprepared in reading and writing. We examine the short-term impacts of three different approaches to corequisite remediation that were implemented at five large urban community colleges in Texas, and we explore whether corequisites…

"Writing Instruction" in Australia usually means one of two things: creative writing or TESOL, both having rich histories and traditions and usually offered as graduate courses in departments of Education or Linguistics. Academic writing, however, with few exceptions, is an all-but-invisible practice in undergraduate education. It draws…

In this article, we argue that using students' reflective writing to understand specific aspects of their classroom experience requires that researchers systematically integrate into the curriculum reflections that responsibly attend to both students' learning and the focus of classroom research. Informed by recently published articles on…