For undergraduates following any course of study, it is essential to develop the ability to write effectively. Yet the processes by which students become more capable and ready to meet the challenges of writing for employers, the wider public, and their own purposes remain largely invisible. Developing Writers in Higher Education shows how learning to write for various purposes in multiple disciplines leads college students to new levels of competence.This volume draws on an in-depth study of the writing and experiences of 169 University of Michigan undergraduates, using statistical analysis of 322 surveys, qualitative analysis of 131 interviews, use of corpus linguistics on 94 electronic portfolios and 2,406 pieces of student writing, and case studies of individual students to trace the multiple paths taken by student writers. Topics include student writers’ interaction with feedback; perceptions of genre; the role of disciplinary writing; generality and certainty in student writing; students’ concepts of voice and style; students’ understanding of multimodal and digital writing; high school’s influence on college writers; and writing development after college. The digital edition offers samples of student writing, electronic portfolios produced by student writers, transcripts of interviews with students, and explanations of some of the analysis conducted by the contributors.This is an important book for researchers and graduate students in multiple fields. Those in writing studies get an overview of other longitudinal studies as well as key questions currently circulating. For linguists, it demonstrates how corpus linguistics can inform writing studies. Scholars in higher education will gain a new perspective on college student development. The book also adds to current understandings of sociocultural theories of literacy and offers prospective teachers insights into how students learn to write. Finally, for high school teachers, this volume will answer questions about college writing.Companion WebsiteClick here to access the Developing Writers project and its findings at the interactive companion website.Project DataAccess the data from the project through this tutorial.

For undergraduates following any course of study, it is essential to develop the ability to write effectively. Yet the processes by which students become more capable and ready to meet the challenges of writing for employers, the wider public, and their own purposes remain largely invisible. Developing Writers in Higher Education shows how learning to write for various purposes in multiple disciplines leads college students to new levels of competence.This volume draws on an in-depth study of the writing and experiences of 169 University of Michigan undergraduates, using statistical analysis of 322 surveys, qualitative analysis of 131 interviews, use of corpus linguistics on 94 electronic portfolios and 2,406 pieces of student writing, and case studies of individual students to trace the multiple paths taken by student writers. Topics include student writers’ interaction with feedback; perceptions of genre; the role of disciplinary writing; generality and certainty in student writing; students’ concepts of voice and style; students’ understanding of multimodal and digital writing; high school’s influence on college writers; and writing development after college. The digital edition offers samples of student writing, electronic portfolios produced by student writers, transcripts of interviews with students, and explanations of some of the analysis conducted by the contributors.This is an important book for researchers and graduate students in multiple fields. Those in writing studies get an overview of other longitudinal studies as well as key questions currently circulating. For linguists, it demonstrates how corpus linguistics can inform writing studies. Scholars in higher education will gain a new perspective on college student development. The book also adds to current understandings of sociocultural theories of literacy and offers prospective teachers insights into how students learn to write. Finally, for high school teachers, this volume will answer questions about college writing.Companion WebsiteClick here to access the Developing Writers project and its findings at the interactive companion website.Project DataAccess the data from the project through this tutorial.

Throughout history, determined individuals have appropriated and reconstructed rhetorical and religious resources to create effective arguments. In the process, they have remade both themselves and their communities. This edited volume offers notable examples of these reconstructions, ranging from the formation of Christianity to questions about the relationship of religious and academic ways of knowing.The initial chapters explore historic challenges to Christian doctrines and gender roles. Contributors examine Mormon women’s campaigns for the recognition of their sect, women’s suffrage, and the statehood of Utah; the Seventh-day Adventist challenge to the mainstream designation of Sunday as the Sabbath; a female minister who confronted the gendered tenets of early Methodism and created her own sacred spaces; women who, across three centuries, fashioned an apostolic voice of humble authority rooted in spiritual conversion; and members of the Woman’s Foreign Missionary Society of the Methodist Episcopal Church, who redefined notions of women’s intellectual capacity and appropriate fields for work from the Civil War through World War II.Considering contemporary learning environments, other contributors explore resources that can help faculty and students of composition and rhetoric consider more fully the relations of religion and academic work. These contributors call upon the work of theologians, philosophers, and biblical scholars to propose strategies for building trust through communication.The final chapters examine the writings of Apostle Paul and his use of Jewish forms of argumentation and provide an overarching discussion of how the Christian tradition has resisted rhetorical renovation, and in the process, missed opportunities to renovate spiritual belief.

For undergraduates following any course of study, it is essential to develop the ability to write effectively. Yet the processes by which students become more capable and ready to meet the challenges of writing for employers, the wider public, and their own purposes remain largely invisible. Developing Writers in Higher Education shows how learning to write for various purposes in multiple disciplines leads college students to new levels of competence.This volume draws on an in-depth study of the writing and experiences of 169 University of Michigan undergraduates, using statistical analysis of 322 surveys, qualitative analysis of 131 interviews, use of corpus linguistics on 94 electronic portfolios and 2,406 pieces of student writing, and case studies of individual students to trace the multiple paths taken by student writers. Topics include student writers’ interaction with feedback; perceptions of genre; the role of disciplinary writing; generality and certainty in student writing; students’ concepts of voice and style; students’ understanding of multimodal and digital writing; high school’s influence on college writers; and writing development after college. The digital edition offers samples of student writing, electronic portfolios produced by student writers, transcripts of interviews with students, and explanations of some of the analysis conducted by the contributors.This is an important book for researchers and graduate students in multiple fields. Those in writing studies get an overview of other longitudinal studies as well as key questions currently circulating. For linguists, it demonstrates how corpus linguistics can inform writing studies. Scholars in higher education will gain a new perspective on college student development. The book also adds to current understandings of sociocultural theories of literacy and offers prospective teachers insights into how students learn to write. Finally, for high school teachers, this volume will answer questions about college writing.Companion WebsiteClick here to access the Developing Writers project and its findings at the interactive companion website.Project DataAccess the data from the project through this tutorial.

For undergraduates following any course of study, it is essential to develop the ability to write effectively. Yet the processes by which students become more capable and ready to meet the challenges of writing for employers, the wider public, and their own purposes remain largely invisible. Developing Writers in Higher Education shows how learning to write for various purposes in multiple disciplines leads college students to new levels of competence.This volume draws on an in-depth study of the writing and experiences of 169 University of Michigan undergraduates, using statistical analysis of 322 surveys, qualitative analysis of 131 interviews, use of corpus linguistics on 94 electronic portfolios and 2,406 pieces of student writing, and case studies of individual students to trace the multiple paths taken by student writers. Topics include student writers’ interaction with feedback; perceptions of genre; the role of disciplinary writing; generality and certainty in student writing; students’ concepts of voice and style; students’ understanding of multimodal and digital writing; high school’s influence on college writers; and writing development after college. The digital edition offers samples of student writing, electronic portfolios produced by student writers, transcripts of interviews with students, and explanations of some of the analysis conducted by the contributors.This is an important book for researchers and graduate students in multiple fields. Those in writing studies get an overview of other longitudinal studies as well as key questions currently circulating. For linguists, it demonstrates how corpus linguistics can inform writing studies. Scholars in higher education will gain a new perspective on college student development. The book also adds to current understandings of sociocultural theories of literacy and offers prospective teachers insights into how students learn to write. Finally, for high school teachers, this volume will answer questions about college writing.Companion WebsiteClick here to access the Developing Writers project and its findings at the interactive companion website.Project DataAccess the data from the project through this tutorial.

Throughout history, determined individuals have appropriated and reconstructed rhetorical and religious resources to create effective arguments. In the process, they have remade both themselves and their communities. This edited volume offers notable examples of these reconstructions, ranging from the formation of Christianity to questions about the relationship of religious and academic ways of knowing.The initial chapters explore historic challenges to Christian doctrines and gender roles. Contributors examine Mormon women’s campaigns for the recognition of their sect, women’s suffrage, and the statehood of Utah; the Seventh-day Adventist challenge to the mainstream designation of Sunday as the Sabbath; a female minister who confronted the gendered tenets of early Methodism and created her own sacred spaces; women who, across three centuries, fashioned an apostolic voice of humble authority rooted in spiritual conversion; and members of the Woman’s Foreign Missionary Society of the Methodist Episcopal Church, who redefined notions of women’s intellectual capacity and appropriate fields for work from the Civil War through World War II.Considering contemporary learning environments, other contributors explore resources that can help faculty and students of composition and rhetoric consider more fully the relations of religion and academic work. These contributors call upon the work of theologians, philosophers, and biblical scholars to propose strategies for building trust through communication.The final chapters examine the writings of Apostle Paul and his use of Jewish forms of argumentation and provide an overarching discussion of how the Christian tradition has resisted rhetorical renovation, and in the process, missed opportunities to renovate spiritual belief.