What Students Say
"I wrote this poem a while ago. I miss the freedom of being able to freely sow and freely plant little black seeds of ink. I miss that, just being able to do that. It is kind of like an aching. There is kind of like a loss because all these things, all these emotions, all these memories. I've lost them forever because I haven't been able to somehow engrave them in a place that won't be corroded by time. My memory goes; I forget things. And writing is a form of communication, which is so key to me. [...Writing] bridges worlds and people and relationships, so there are definitely really deep interpersonal level losses and a sense of a kind of abandonment. Losing touch with people, friendships, relationships, family, because you're not able to communicate."
Comparative Studies in Race & Ethnicity Major; Graduate Student, Education
New Research
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.
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In the Press
Please click on the links below for press coverage of the Study.
--"Clive Thompson on the New Literacy." Wired Magazine.
--"A New Literacy" The New Yorker.
--"Studies Explore Whether the Internet Makes Students Better Writers" The Chronicle of Higher Education.
--"Bad Student Writing? Not so fast!" The Chronicle of Higher Education.
--Interview on "The Agenda with Steve Paikin" for TVO (Discussion)
--"The New Literacy: Stanford Study Finds Richness and Complexity in Students' Writing" The Stanford Report.
Awards
We were delighted that "Performing Writing, Performing Literacy", written collaboratively by Study researchers and participants, was recognized with the 2006 Richard Braddock award.
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