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2018
Volume 55, Issue 1
  • ISSN: 0010-096X
  • E-ISSN: 1939-9006

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.

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/content/journals/10.58680/ccc20032735
2003-09-01
2024-06-15
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http://instance.metastore.ingenta.com/content/journals/10.58680/ccc20032735
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  • Article Type: Research Article
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