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2002
THE AUTHOR AND THE BOOK´S ORIGEN




        Lee Ann Carroll writes about the results of a case study she participated in as the
        director of the Pepperdine University writing center. She is part of a movement
        called Writing-Across-the-Curriculum (WAC) that works toward having more
        writing in college. Not just in English, but in Engineering, Business, and the
        Sciences.

        She and several other professors wanted to find some answers for the common
        complaint of faculty “why can’t these kids write?”. A team of mathematicians
        and compositions decided to study a group of students for all their four years at
        college and see how their writing developed.
Information retrieved literally from: http://adventurerightlyconsidered11.wordpress.com/lee-ann-carrolls-rehearsing-new-
roles/
THEORETICAL QUESTIONS ADDRESSED IN THE
              CHAPTERS

    What is the writing development in college?
 a)      The result of a maturation that is embedded in a larger
 process in time (years).
 b)      The “value added”: the growth promoted by the efforts
 of the institutions, professors, and students themselves.

   How this type of development "looks"? How we can
   explore it?
THE RESEARCH QUESTION AND THE AUTHOR´
               STANCE

         How students’ experiences in their first two
         year of college could affect their
         development as writers?

         The author recognizes that the first year
         composition courses are only a piece of a
         larger picture of the college writing
         development.

         Consequently, it also represents a transitional
         moment within such development.
THE RESEARCH DESING
Compressive portfolios with college writing samples of
students in junior and senior years (textual analysis of
instructors’ comments, grades obtained and
argumentative and rhetoric strategies used by the
writers).

Interviews with students to identify beliefs and values
on writing according to their retrospective experiences
based on their portfolios (e.g., they were asked to talk
about the successful learning experiences, the most
representative text of their learning, and about their
difficulties and strategies to solve them).

Collection and textual analysis of the catalog
descriptions for English courses (the analysis of the
official curriculum).

Writing workshops for the research team to analyze the
data.
FINDINGS
                                          regarding students´ perspectives
The college students in freshman year feel/think that
they have to adjust their writing to the instructors’
demands (which they interpret as idiosyncratic) in order
to get their grades and therefore being successful.

However, freshman students do not recognize
necessarily the reasons why they should change the way
in which they wrote before starting college.

                       During later stages of college education, students
                       start to feel identified with specific features of
                       disciplinary and professional writing (conventional
                       and standardized genres), because they have
                       understood that becoming, for instance, a
                       journalist, a scientist, or a psychologist imposes
                       writing demands as well.
FINDINGS
                                        regarding students´ perspectives
The senior students recognize that in the junior years they would
not have been able to write sophisticated papers or projects that
they actually had produced in senior years.

However, they do not think that their writing has improved,
rather than it has transformed (it is different in terms of complex
structure and content).

Students selected as meaningful writing
experiences those that represented challenges and
milestones of their personal growth (as living
abroad), as well as experiences that allow them to
explore (practices and communities) outside the
classrooms (which they called “real world”), and use
other types of diffusion means (e.g., digital
portfolios or videos): these writing experiences
seem to expand the students´ knowledge base.
FINDINGS
                                            regarding students´ perspectives
     The less meaningful texts selected by students were those
     associated with personal experiences, unless these texts had been
     related to their professional education; for instance, writing about
     their parents´ divorce, if the student was studying psychology (senior
     students).

FINDINGS
regarding composition courses
                   The composition courses for first year students are
                   mandatory and aim at practicing essay writing (3 per
                   quarter) embedded in a process of iterative revisions and
                   feedback of peers and support of instructor and the writing
                   center. The composition instructors work in a colleague
                   team to discuss their teaching materials, assignments, and
                   readings; however, there are not standard syllabus, final
                   exam, or final project that all instructors have to apply
                   evenly.
THEORETHICAL CONCLUSIONS
The student development does not follow a neat and linear
progression.


The rhetorical sophistication is the result of how students have
figured out by themselves how to cope with it, rather than as a
result of formal instruction.
DEBATES
Critical thinking is demanded and graded by professor in general education
courses (first and second years), but it is not taking in consideration the role of
the sophisticated knowledge, which freshman student cannot afford
necessarily to achieve the instructors´ expectations.

More writing experiences in the curriculum not necessarily would improve
qualitatively writing abilities. There is a gap in writing both qualitatively and
quantitatively across the courses. These variations that students have
experienced seem to be more by accident than by instructional design.

 From students’ perspectives: student learning (what students
 know or changes in their thinking and interests) is not
 identical to the written text; therefore, final papers are not
 representative of their ability as writers.

 Even for some students, selecting a final paper was not
 possible, because they felt that their progress took place
 across different courses and moments rather than in specific
 texts (implications for further research projects).
DEBATES
  What expectations could have the institutions and
university teachers in terms of developments after first
              year classes or core courses?
DEBATES
      What might students expect reasonably to learn about
               writing in the freshman courses?




What is the challenge in first-year composition courses?
DEBATES
          regarding assessment and writing




regarding disciplinary teachers and compositionists
MY INSIGHTS …
                    Practical implications in training experiences for university
                    teachers led by composition scholars:

                    These two chapters are valuable resources to discuss with
                    university teachers what they think of the students´
                    perceptions. Giving room to their voices as well.

Implications for further research:
Collecting new data from the university teachers perspectives
could be useful to explore what they are expecting:

  Is there a developmental approach behind their ideas of teaching
  and learning?
  Do faculty members are aware of the writing demands in their fields
  to the extent that they would like to teach them to the students?

Approaching to the development of writing and its learning
from the different voices that are involved (e.g., university
directives, university teachers, and students) might be
convenient to gain new insights in this topic.

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Presentation 1 Elizabeth Narváez Cardona

  • 2. THE AUTHOR AND THE BOOK´S ORIGEN Lee Ann Carroll writes about the results of a case study she participated in as the director of the Pepperdine University writing center. She is part of a movement called Writing-Across-the-Curriculum (WAC) that works toward having more writing in college. Not just in English, but in Engineering, Business, and the Sciences. She and several other professors wanted to find some answers for the common complaint of faculty “why can’t these kids write?”. A team of mathematicians and compositions decided to study a group of students for all their four years at college and see how their writing developed. Information retrieved literally from: http://adventurerightlyconsidered11.wordpress.com/lee-ann-carrolls-rehearsing-new- roles/
  • 3. THEORETICAL QUESTIONS ADDRESSED IN THE CHAPTERS What is the writing development in college? a) The result of a maturation that is embedded in a larger process in time (years). b) The “value added”: the growth promoted by the efforts of the institutions, professors, and students themselves. How this type of development "looks"? How we can explore it?
  • 4. THE RESEARCH QUESTION AND THE AUTHOR´ STANCE How students’ experiences in their first two year of college could affect their development as writers? The author recognizes that the first year composition courses are only a piece of a larger picture of the college writing development. Consequently, it also represents a transitional moment within such development.
  • 5. THE RESEARCH DESING Compressive portfolios with college writing samples of students in junior and senior years (textual analysis of instructors’ comments, grades obtained and argumentative and rhetoric strategies used by the writers). Interviews with students to identify beliefs and values on writing according to their retrospective experiences based on their portfolios (e.g., they were asked to talk about the successful learning experiences, the most representative text of their learning, and about their difficulties and strategies to solve them). Collection and textual analysis of the catalog descriptions for English courses (the analysis of the official curriculum). Writing workshops for the research team to analyze the data.
  • 6. FINDINGS regarding students´ perspectives The college students in freshman year feel/think that they have to adjust their writing to the instructors’ demands (which they interpret as idiosyncratic) in order to get their grades and therefore being successful. However, freshman students do not recognize necessarily the reasons why they should change the way in which they wrote before starting college. During later stages of college education, students start to feel identified with specific features of disciplinary and professional writing (conventional and standardized genres), because they have understood that becoming, for instance, a journalist, a scientist, or a psychologist imposes writing demands as well.
  • 7. FINDINGS regarding students´ perspectives The senior students recognize that in the junior years they would not have been able to write sophisticated papers or projects that they actually had produced in senior years. However, they do not think that their writing has improved, rather than it has transformed (it is different in terms of complex structure and content). Students selected as meaningful writing experiences those that represented challenges and milestones of their personal growth (as living abroad), as well as experiences that allow them to explore (practices and communities) outside the classrooms (which they called “real world”), and use other types of diffusion means (e.g., digital portfolios or videos): these writing experiences seem to expand the students´ knowledge base.
  • 8. FINDINGS regarding students´ perspectives The less meaningful texts selected by students were those associated with personal experiences, unless these texts had been related to their professional education; for instance, writing about their parents´ divorce, if the student was studying psychology (senior students). FINDINGS regarding composition courses The composition courses for first year students are mandatory and aim at practicing essay writing (3 per quarter) embedded in a process of iterative revisions and feedback of peers and support of instructor and the writing center. The composition instructors work in a colleague team to discuss their teaching materials, assignments, and readings; however, there are not standard syllabus, final exam, or final project that all instructors have to apply evenly.
  • 9. THEORETHICAL CONCLUSIONS The student development does not follow a neat and linear progression. The rhetorical sophistication is the result of how students have figured out by themselves how to cope with it, rather than as a result of formal instruction.
  • 10. DEBATES Critical thinking is demanded and graded by professor in general education courses (first and second years), but it is not taking in consideration the role of the sophisticated knowledge, which freshman student cannot afford necessarily to achieve the instructors´ expectations. More writing experiences in the curriculum not necessarily would improve qualitatively writing abilities. There is a gap in writing both qualitatively and quantitatively across the courses. These variations that students have experienced seem to be more by accident than by instructional design. From students’ perspectives: student learning (what students know or changes in their thinking and interests) is not identical to the written text; therefore, final papers are not representative of their ability as writers. Even for some students, selecting a final paper was not possible, because they felt that their progress took place across different courses and moments rather than in specific texts (implications for further research projects).
  • 11. DEBATES What expectations could have the institutions and university teachers in terms of developments after first year classes or core courses?
  • 12. DEBATES What might students expect reasonably to learn about writing in the freshman courses? What is the challenge in first-year composition courses?
  • 13. DEBATES regarding assessment and writing regarding disciplinary teachers and compositionists
  • 14. MY INSIGHTS … Practical implications in training experiences for university teachers led by composition scholars: These two chapters are valuable resources to discuss with university teachers what they think of the students´ perceptions. Giving room to their voices as well. Implications for further research: Collecting new data from the university teachers perspectives could be useful to explore what they are expecting: Is there a developmental approach behind their ideas of teaching and learning? Do faculty members are aware of the writing demands in their fields to the extent that they would like to teach them to the students? Approaching to the development of writing and its learning from the different voices that are involved (e.g., university directives, university teachers, and students) might be convenient to gain new insights in this topic.