Writing Pathways to Student Success

  • DEI, Rhetoric, First-Year Composition, Pedagogy, Writing

Edited by Lillian Craton, Renée Love, and Sean Barnette
Copy edited by Brandy Bippes. Designed by Mike Palmquist.

CoverTeachers of first-year composition courses do essential work. Teaching argumentation and conventions of university-level writing; demystifying citation and punctuation; promoting reading comprehension and analysis. Yet such skills, as important as they are, do not reflect the full scope of our discipline. Some of the best learning in composition coursework relates to students' growth as successful individuals able to live and write in a complex world. Composition instructors demand civil discourse and respect for diversity. They coach students in time management and the creative process. They build up confidence, break down learning obstacles, and promote self-examination. The essays found in Writing Pathways for Student Success, written by and for instructors of college writing, examine life lessons that both students and instructors learn from first-year composition courses.

Table of Contents

Open the entire book:   In PDF Format PDF Format    In ePub Format ePub Format

Front Matter

DOI: 10.37514/PRA-B.2017.7707.1.1

Chapter 1. Introduction Beyond Peanut Butter and Jelly, Sean Barnette
DOI: 10.37514/PRA-B.2017.7707.2.01

Section 1: Why We Write

Chapter 2. A Confusion of Messages: The Critical Role of Rhetoric in the Information Age, Sarah Hardison O'Connor
DOI: 10.37514/PRA-B.2017.7707.2.02

Chapter 3. Introductory Writing as the Gateway to Stronger Communities, College and Career Success, Karen Bishop Morris
DOI: 10.37514/PRA-B.2017.7707.2.03

Chapter 4. The Value of Violence in Student Writing, Lori D. Brown
DOI: 10.37514/PRA-B.2017.7707.2.04

Chapter 5. Embracing Diversity in Composition Courses, Rachel McCoppin
DOI: 10.37514/PRA-B.2017.7707.2.05

Chapter 6. Influence of the College Composition Classroom on Students' Values and Beliefs, Ruth A. Gold-fine and Deborah Mixson-Brookshire
DOI: 10.37514/PRA-B.2017.7707.2.06

Section 2: How We Write

Chapter 7. Introduction, Renée Love
DOI: 10.37514/PRA-B.2017.7707.2.07

Chapter 8. Holistic Learning for Real-Life Writers: A Call for Affective Pedagogy in First Year Composition, Rachel Anya Kaufman
DOI: 10.37514/PRA-B.2017.7707.2.08

Chapter 9. Acting the Author, Pamela Henney
DOI: 10.37514/PRA-B.2017.7707.2.09

Chapter 10.Free to Dance: A Somatic Approach to Teaching Writing, Casie Fedukovich
DOI: 10.37514/PRA-B.2017.7707.2.10

Chapter 11. "Who Decides My Grade?" Reflections on Team Teaching and Peer Mentoring in First-Year Composition, Christopher Garland
DOI: 10.37514/PRA-B.2017.7707.2.11

Section 3: What We Write

Chapter 12. Introduction, Lillian E. Craton
DOI: 10.37514/PRA-B.2017.7707.2.12

Chapter 13. Primary Research in the Undergraduate Writing Classroom, Lynée Lewis Gaillet
DOI: 10.37514/PRA-B.2017.7707.2.13

Chapter 14. Composing Communities: Blogs as Learning Communities in the First-Year Composition Class-room, Kathryn Crowther
DOI: 10.37514/PRA-B.2017.7707.2.14

Chapter 15. Promoting Academic Skills through Writing: "The Survey of Academic Skills Essay" Assignment, Lisa Whalen
DOI: 10.37514/PRA-B.2017.7707.2.15

Chapter 16. My Composition or Yours? What We Teach in First Year Composition, Abigail G. Scheg
DOI: 10.37514/PRA-B.2017.7707.2.16

Chapter 17. Confronting the Uncomfortable: Food and First-Year Composition, Matthew Paproth
DOI: 10.37514/PRA-B.2017.7707.2.17


About the Editors

Lillian Craton is Associate Professor of English and Director of the Honors College at Lander University a regional, public university in Greenwood, South Carolina. While her primary research area is British literature, particularly Victorian studies, she teaches composition every semester and is deeply passionate about the work of mentoring student writers.

Renée Love is Dean for Arts & Humanities at Lander University. She is also Associate Professor of English and a columnist; her scholarship often includes topics related to student success, civic rhetoric, faculty development, and human potential.

Sean Barnette is Associate Professor in the Department of English and Foreign Languages at Lander University, where he teaches first-year writing, linguistics, and rhetoric. He also serves as the internship coordinator for English majors and as a teacher and advisor within Lander's Honors College.

Publication Information: Craton, Lillian, Renée Love, & Sean Barnette. (2017). Writing Pathways to Student Success. The WAC Clearinghouse; University Press of Colorado. https://doi.org/10.37514/PRA-B.2017.7707

Digital Publication Date: March 25, 2017
Print Publication Date: April 9, 2018

ISBN: 978-1-60732-770-7 (pdf) | 978-1-64215-107-7 (ePub) | 978-1-60732-769-1 (pbk)
DOI: 10.37514/PRA-B.2017.7707

Contact Information:
Lillian Craton: lcraton@lander.edu
Renée Love: crlove@lander.edu
Sean Barnette: sbarnette@lander.edu

Practices & Possibilities

Series Editor: Mike Palmquist, Colorado State University

Acrobat Reader DownloadThis book is available in whole and in part in Adobe's Portable Document Format (PDF). is also available in a low-cost print edition from our publishing partner, the University Press of Colorado.

Copyright © 2017 Lillian Craton, Renée Love, and Sean Barnette. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 International License. 162 pages, with notes, illustrations, and bibliographies. This book is available in print from University Press of Colorado as well as from any online or brick-and-mortar bookstore. Available in digital formats for no charge on this page at the WAC Clearinghouse. You may view this book. You may print personal copies of this book. You may link to this page. You may not reproduce this book on another website.