Rant, Rave, Research, and Write: How a Holistic Approach to Writing Assignments Produces Transferable Skills and Improved Overall Student GPA's

Type of Presentation

Panel (1 hour and 15 minutes presentation total for two or more presenters)

Target Audience

Higher Education

Presenter Information

Kevin Winchester, Wingate University
Amee Odom, Wingate UniversityFollow
Ashley Shealy, Wingate University

Location

Scarbrough 3

Abstract

See presentation description.

Presentation Description

Students in first year composition classes often perceive writing prompts as vague, disconnected assignments. Adopting a semester-long, single-topic, portfolio approach integrates revision, emphasizes research and writing as a process, and develops information literacy skill sets. By featuring such scaffolded assignments, a pilot First Year Experience program at a small, private University produced statistical data demonstrating significantly higher GPA scores in at-risk students weak in writing skills when compared to students of the same demographic in more traditionally structured classes. The same method, which includes close collaboration with Instruction Librarians, can be (and is) used in any first year composition class. Come hear the particulars of the program, review writing assignment details, and learn how you can easily adopt the same approach in your first year writing classes.

Keywords

Writing and composition, College freshman, Revision skills, Writing portfolio, Research process, Writing process, Information literacy, At-risk students, Grade Point Averages, GPA

Publication Type and Release Option

Presentation (Open Access)

Recommended Citation

Winchester, Kevin; Odom, Amee; and Shealy, Ashley, "Rant, Rave, Research, and Write: How a Holistic Approach to Writing Assignments Produces Transferable Skills and Improved Overall Student GPA's" (2013). Georgia International Conference on Information Literacy. 78.
https://digitalcommons.georgiasouthern.edu/gaintlit/2013/2013/78