Contents
Introduction (Anne Ruggles Gere)
Introduction to Section One
One: toward critical engagement: affect and action in student interactions with instructor feedback (Emily Wilson and Justine Post)
Two: “a good development thing”: a longitudinal analysis of peer review and authority in undergraduate writing (Benjamin Keating)
Introduction to Section Two
Three: “kinds of writing”: student conceptions of academic and creative forms of writing development (Lizzie Hutton and Gail Gibson)
Four: complicating the relationship between disciplinary expertise and writing development (Ryan McCarty)
Introduction to Section Three
Five: generality and certainty in undergraduate writing over time: a corpus study of epistemic stance across levels, disciplines, and genres (Laura L. Aull)
Six: tracking students’ developing conceptions of voice and style in writing (Zak Lancaster)
Introduction to Section Four
Seven: grace: a case study of resourcefulness and resilience (Anna V. Knutson)
Eight: “my writing writing”: student conceptions of writing and self-perceptions of multimodal compositional development (Naomi Silver)
Introduction to Section Five
Nine: reaching back to move beyond the “typical” student profile: the influence of high school in undergraduate writing development (Sarah Swofford)
Ten: writing beyond the university (Anne Ruggles Gere)
Conclusion (Anne Ruggles Gere)
Appendix 1: Demographic Information
Appendix 2: Sweetland Minor in Writing Program Details
Appendix 3: Sample of Writing Development Surveys
Appendix 4: Samples of Interview Questions
Appendix 5: Interview Codebook
Appendix 6: List of Participants by Name and Chapter
Contributors
Index