College Composition and Communication Dec 2010

What Our Graduates Write: Making Program Assessment Both Authentic and Persuasive

Cornelius Cosgrove

Abstract

This article argues for and models an approach to writing program assessment that relies on study of the writing practices of program graduates as a way to inform revisions in curriculum and teaching practices. The article also examines how conducting such assessments can help nondisciplinary publics understand the nature of composition studies.

Journal
College Composition and Communication
Published
2010-12-01
DOI
10.58680/ccc201013211
Open Access
Closed
Topics
writing program administration multimodality revision

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