Peer Review, Winter 2017 - New Frontiers in Writing
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Winter2017Vol.19No.1

New Frontiers in Writing

This issue builds on and explores implications of findings from the National Census of Writing. It presents an overview of crucial writing frameworks, such as writing across the curriculum.

Table of Contents
From the Editor

From the Editor

Shelley Johnson Carey

Analysis

How Writing Contributes to Learning: New Findings from a National Study and Their Local Application

Paul Anderson, Miami University (Ohio); Chris M. Anson, North Carolina State University; Tom Fish, University of the Cumberlands; Robert M. Gonyea, Indiana University; Margaret Marshall, Auburn University; Wendy Menefee-Libey, Harvey Mudd College; Charles Paine, University of New Mexico; Laura Palucki Blake, Harvey Mudd College; and Susan Weaver, University of the Cumberlands

Practice

Full-Time Faculty, Threshold Concepts, and the Vertical Curriculum

Kerri Morris, Governors State University

How Writing Program Best Practices Have Transformed Carleton College

Carol Rutz and Nathan D. Grawe; both of Carleton College

Teaching for Transfer: A Passport for Writing in New Contexts

Howard Tinberg, Bristol Community College

Research

Supporting Data-Driven Conversations about Institutional Cultures of Writing

Jill Gladstein, Swarthmore College; and Brandon Fralix, Bloomfield College

What Meaningful Writing Means for Students

Michele Eodice, University of Oklahoma; Anne Ellen Geller, St. John’s University; and Neal Lerner, Northeastern University

Reality Check

The Power of Writing

Stephen Parks, Syracuse University

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