Retention and Writing Instruction: Implications for Access and Pedagogy

College Composition and Communication Jun 2009

Retention and Writing Instruction: Implications for Access and Pedagogy

Pegeen Reichert Powell

Abstract

As faculty are increasingly recruited to participate in retention efforts on their campuses, I argue that composition studies professionals should pay attention to the scholarship on retention, one of the fastest growing areas of research in higher education. Moreover, the questions surrounding which of our students persist until graduation and why should qualify our arguments about access and reframe our conversations about pedagogy.

Journal: College Composition and Communication
Published: 2009-06-01
DOI: 10.58680/ccc20097191
Open Access: Closed
Topics: writing pedagogy

Citation Context

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