As colleges and universities have responded to the demand of
businesses and industries for graduates who can write effectively,
Composition Studies has gained significance. However, while new
theories and approaches to the teaching of writing have been
proposed and implemented, many composition courses do not
satisfactorily educate their students. This volume includes essays
by writing specialists who are concerned with their own failure to
improve their students' writing skills.
These contributors examine why entering college students still
write poorly and why our various attempts to improve such poor
writing skills have largely failed. They compare the promise of
previously touted new methods, paradigm shifts, and curricular
innovations with the reality of little change or improvement; they
describe what their students can and cannot do in the writing
classroom, even after 12 years of primary and secondary education;
and they address what they see as needed reforms in the whole idea
of college composition, especially for the first-year college
student.
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