NDLI: Fostering Research Identities in Two-Course Writing Sequences: A Curricular Perspective

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Fostering Research Identities in Two-Course Writing Sequences: A Curricular Perspective

Content Provider	ERIC
Author	Sura, Thomas
Spatial Coverage	West Virginia
Abstract	Two-course writing sequences are valuable because they extend the time that students spend focused on developing as writers and researchers, yet they cannot rely on a "more is better" argument to justify their ongoing implementation, especially when general education curricula are shrinking and one course often looks much the same as the other. This program profile describes how West Virginia University is adopting a proactive stance on preserving and advocating for two-course writing sequences by recasting its second, sophomore-level course as an essential building block in the formation of undergraduate research identities. By combining axiologies of research identities with those of genre, metagenre, and metadisciplines, the program at West Virginia University is reshaping and repositioning its writing curriculum to more adequately address the diverse needs of students on pathways to many different disciplines.
Related Links	https://files.eric.ed.gov/fulltext/EJ1072312.pdf
ISSN	15227502
Journal	Composition Forum
Volume Number	32
Language	English
Publisher	Association of Teachers of Advanced Composition
Publisher Date	2015-01-01
Access Restriction	Open
Subject Keyword	Writing (Composition) Universities Writing Instruction Sequential Approach Sequential Learning Program Descriptions Undergraduate Study Research Papers (Students) Expository Writing Persuasive Discourse Curriculum Design Writing Evaluation Higher Education Postsecondary Education
Content Type	Text
Resource Type	Article

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