FIRST-YEAR OUTCOMES AND UPPER-LEVEL WRITING

Perhaps one of the most important components of the Outcomes Statement is its repeated assertion that first-year outcomes are only one stage in a writer’s development. Other courses, other experiences, will continue to affect writing competence, and it is important for faculty in other departments a...

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Bibliographische Detailangaben
1. Verfasser:	Susanmarie Harrington
Format:	Buchkapitel
Sprache:	eng
Schlagworte:	Academic learning Applied psychology Arts Basic writing Behavioral sciences Communication skills Communications Composition skill learning Economic disciplines Economics Education Educational methods Educational personnel Educational psychology Educational testing Educational tests Educators Employment Formal education Humanities instruction Labor economics Language arts Language arts learning Language skills Literary devices Literary genres Literary style Literature Occupations Pedagogy Psychology Social sciences Teachers Writing exercises Writing instruction Writing processes Writing skills Writing teachers Writing tests Written composition
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Zusammenfassung:	Perhaps one of the most important components of the Outcomes Statement is its repeated assertion that first-year outcomes are only one stage in a writer’s development. Other courses, other experiences, will continue to affect writing competence, and it is important for faculty in other departments and programs to consider how they can build on the work of first-year composition. Arguably no department needs this reminder more than the English department, whose advanced writing courses have typically been simply “more,” “harder,” or “better” first-year courses (see Haswell 1991, 319–20). Whether the OS will spur the development of better-articulated relationships among
DOI:	10.2307/j.ctt46nwgv.18