Skip to content
2018
Volume 29, Issue 2
  • ISSN: 0098-6291
  • E-ISSN: 1943-2356

Abstract

Argues that students are more motivated and develop more effective skills if challenged with assignments that ask for the depth of thinking required of academic disciplines and careers. Encourages composition teachers to experiment with assignments that challenge assumptions about first-year students’ capabilities.

Loading

Article metrics loading...

/content/journals/10.58680/tetyc20011996
2001-12-01
2024-06-15
Loading full text...

Full text loading...

http://instance.metastore.ingenta.com/content/journals/10.58680/tetyc20011996
Loading
  • Article Type: Research Article
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error