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Using Signs of Student Engagement to Revise a First-year Writing Curricula

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dc.contributor.authorRoderick, Ryan
dc.contributor.authorCrowley, Adam
dc.contributor.authorTalty, Morgan
dc.date.accessioned2024-01-12T19:01:58Z
dc.date.available2024-01-12T19:01:58Z
dc.date.issued2021-08
dc.description.abstractThis article shares the development of a first-year writing curricula developed for Husson University and based on a Writing about Writing approach. We drew on data across sections and semesters to look broadly at how students engaged with a course website and more narrowly at individual students writing. From these sources, we piece together a limited but useful sense of student engagement and describe how such observations can inform curricular revision of an undergraduate writing course.
dc.identifier.citationRoderick, Ryan, et al. “Using Signs of Student Engagement to Revise a First-year Writing Curricula.” Northwords, Aug. 2021, pp. 10-3, www.mainecela.org/access-northwords-pdfs/archives/08-2021. Accessed 11 Jan. 2024.
dc.identifier.urihttps://dspace.husson.edu/handle/20.500.14298/97
dc.language.isoen_US
dc.titleUsing Signs of Student Engagement to Revise a First-year Writing Curricula
dc.typeArticle
dspace.entity.typePublication
relation.isAuthorOfPublicationa25338e0-9fe7-4c7d-a950-796408251a27
relation.isAuthorOfPublication.latestForDiscoverya25338e0-9fe7-4c7d-a950-796408251a27
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