Exploring evidence of higher order thinking skills in the writing of first year undergraduates

Research indicates that concern is often expressed about the language and discourse skills that new students bring with them when they first enrol at university, which leads to assumptions being made about their academic abilities. In this paper, an argument is developed, through detailed analysis of student writing, that many new first-year students have nascent higher order thinking skills and the potential to be successful in their studies. The work of Robert Marzano and his associates is applied to student writing. [Author abstract]