| Paul Rogers’ dissertation examining a sample of academic writing from 40 study participants provides insights into the multidimensional, non-linear development of student writing, including a possible predictor variable for student writing growth. Click here for preliminary findings of Paul’s research. |
"I've had a great time in the [Stanford Study of Writing]. I like coming in and talking about writing. It... forces me to think. I have a whole academic worldview that now involves writing and rhetoric, which is very useful. A lot of my peers don't think about writing as reflectively as I can. It's just good to be asked questions about your writing and be forced to reflect."
Senior, African-American Studies |
"Perfoming Writing, Performing Literacy" Wins the 2006 Braddock Award
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"I'm so glad that I got randomly picked to be in [the Stanford Study of Writing], and randomly picked to be in the interview group, and then part of the [2005 CCCC panel presentation]. I love it because [my participation has been] a way for me to consistently have a chance to reflect on my writing; there's certainly feedback between what I submit, and then me thinking about the fact that I'm submitting it, and then us talking about it here, and then me going back and writing something next time in a different way—that's been awesome to learning. Maybe that's what should be in the curriculum for everybody, is to think about your writing all the time, because I'm sure I've gotten better. " Senior, International Relations |
