College Composition and Communication Sep 2003

Writing Development in the College Years: By Whose Definition?

Marcia Curtis ; Anne Herrington

Abstract

Drawing upon their longitudinal study of four undergraduate writers and focusing on the progress of one of them, the authors question assumptions that confuse skills assessment with the measurement of academic and personal development. They argue for a broader view of writing development and a teaching approach that fosters it.

Journal
College Composition and Communication
Published
2003-09-01
DOI
10.58680/ccc20032735
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Topics
teacher development assessment empirical research
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