This book brings a diverse group of scholars together to discuss
how composition studies should evolve in the context of ongoing
changes related to higher education. These changes include new
shifts in student demographics, increasing demands for
accountability in educational outcomes, continuing expectations
that a university educational will lead to a good job, questions
about the utility of composition, and more. Such commonly cited
changes have been occurring for quite some time, creating the
necessity for compositionists to continually re-evaluate their
approaches to writing instruction. The editors believe that
composition studies has entered an exciting period of change with
opportunities to consider new places and purposes for writing
instruction.
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