In this Book

Table of Contents

  1. Cover
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  1. Title Page, Copyright, Dedication
  2. pp. i-vi
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  1. Contents
  2. pp. vii-2
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  1. 1. Introduction: Retention, Persistence, and Writing: Expanding the Conversation
  2. Todd Ruecker, Dawn Shepherd, Heidi Estrem, and Beth Brunk-Chavez
  3. pp. 3-18
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  1. Part 1: Writing, Retention, and Broader Policy Contexts
  1. 2. Retention ≠ Panopticon: What WPAs Should Bring to the Table in Discussions of Student Success
  2. Rita Malenczyk
  3. pp. 21-37
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  1. 3. Beyond Coordination: Building Collaborative Partnerships to Support Institutional-Level Retention Initiatives in Writing Programs
  2. Ashley J. Holmes and Cristine Busser
  3. pp. 38-55
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  1. 4. Big Data and Writing Program Retention Assessment: What We Need to Know
  2. Marc Scott
  3. pp. 56-73
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  1. 5. The Imperative of Pedagogical and Professional Development to Support the Retention of Underprepared Students at Open-Access Institutions
  2. Joanne Giordano, Holly Hassel, Jennifer Heinert, and Cassandra Phillips
  3. pp. 74-92
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  1. 6. How Student Performance in First-Year Composition Predicts Retention and Overall Student Success
  2. Nathan Garrett, Matthew Bridgewater, and Bruce Feinstein
  3. pp. 93-113
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  1. 7. “Life Gets in the Way”: The Case of a Seventh-Year Senior
  2. Sara Webb-Sunderhaus
  3. pp. 114-132
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  1. Part 2: Writing Program Initiatives That Matter
  1. 8. Absolute Hospitality in the Writing Program
  2. Pegeen Reichert Powell
  3. pp. 135-150
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  1. 9. Retention, Critical Pedagogy, and Students as Agents: Eschewing the Deficit Model
  2. Beth Buyserie, Anna Plemons, and Patricia Freitag Ericsson
  3. pp. 151-166
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  1. 10. Reconfiguring the Writing Studio Model: Examining the Impact of the PlusOne Program on Student Performance and Retention
  2. Polina Chemishanova and Robin Snead
  3. pp. 167-184
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  1. 11. Retention Rates of Second Language Writers and Basic Writers: A Comparison within the Stretch Program Model
  2. Sarah Elizabeth Snyder
  3. pp. 185-203
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  1. 12. The Kairotic Classroom: Retention Discourse and Supplemental Instruction in the First Year
  2. Sarah E. Harris
  3. pp. 204-218
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  1. 13. Enhancing Alliances and Joining Initiatives to Help Students: The Story of How We Created Developmental Learning Communities at Texas A&M University–Corpus Christi
  2. Susan Wolff Murphy and Mark G. Hartlaub
  3. pp. 219-236
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  1. 14. Undergraduate Mentors as Agents of Engagement: Peer Advocates in First-Year Writing Courses
  2. Michael Day, Tawanda Gipson, and Christopher P. Parker
  3. pp. 237-256
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  1. 15. Afterword: Navigating the Complexities of Persistence and Retention
  2. Linda Adler-Kassner
  3. pp. 257-270
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  1. About the Authors
  2. pp. 271-274
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  1. Index
  2. pp. 275-278
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Additional Information

ISBN
9781607326021
Print ISBN
9781607326014
MARC Record
OCLC
972132655
Launched on MUSE
2017-02-14
Open Access
N
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