What Students Say
"I guess the majority of the papers that I look back and remember are ones that I felt were very hyper academic papers [in which] you had to figure out how your professor liked you to write. [...In my teacher education program] the actual crafting of the argument is much looser, [...] not as restrained, [...] more open to creativity, in that I am learning how to be a teacher that would be an innovator in the classroom, and someone who would be creating new and different types of lessons off of previous lessons, but adapting and changing [them so as to make] sense to me in the new context."
Drama/Human Biology 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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