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Incorporating Process-Based Writing Pedagogy into First-Year Learning Communities: Strategies and Outcomes
- The Journal of General Education
- Penn State University Press
- Volume 61, Number 4, 2012
- pp. 461-487
- 10.1353/jge.2012.0041
- Article
- Additional Information
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Researchers studied a college’s initiative to encourage first-year learning community faculty members to implement process-based writing pedagogy in their classes. Results suggest that these efforts were largely unsuccessful. Reasons included faculty overwork, too little attention to writing pedagogy, communication difficulties, and status differences between writing teachers and other faculty members.