Abstract

This study draws on the perceptions and experiences of upper-division students enrolled in writing-intensive (WI) classes in their majors at a large state university. During extended interviews, students reported confidence in dealing with the writing requirements of their majors and predicted success in future job-related writing situations. The primary bases for this confidence are their experiences with a significant number of WI assignments and their ability to engage a variety of resources and use the knowledge thereby obtained. Students particularly valued research-related writing assignments in the major as opportunities for professional skills development and identity building. The authors discuss findings as they relate to the ideologies of writing across the curriculum and writing in the disciplines. The authors argue for greater attention to students' readiness to make connections across assignments, courses, and disciplines; they also suggest greater attention to a field's inquiry methods and strategies for solving problems.

Journal
Written Communication
Published
1999-07-01
DOI
10.1177/0741088399016003003
Open Access
Closed
Topics

Citation Context

Cited by in this index (5)

  1. Pedagogy
  2. College Composition and Communication
  3. Research in the Teaching of English
  4. Written Communication
  5. Journal of Business and Technical Communication

Cites in this index (10)

  1. College Composition and Communication
  2. College English
  3. Research in the Teaching of English
  4. Written Communication
  5. Written Communication
Show all 10 →
  1. Written Communication
  2. Research in the Teaching of English
  3. Research in the Teaching of English
  4. Written Communication
  5. Written Communication
Also cites 4 works outside this index ↓
  1. 10.1177/004839318101100305
  2. 10.2307/377317
  3. 10.3102/0013189X018001016
  4. Professional writing in context: Lessons from teaching and consulting in worlds of work
CrossRef global citation count: 20 View in citation network →