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Peer reviewedClark, Irene L. – Writing Center Journal, 1999
Claims that in contrast to the view that attention to genre stifles creativity, genre theory offers useful possibilities for fostering student insight into the nature of academic writing. Argues that knowledge of genre helps students see writing as a social construction. (NH)
Descriptors: Audience Awareness, Creativity, Discovery Processes, Higher Education
Peer reviewedClark, Irene L. – Writing Center Journal, 1993
Describes various writing center issues and how they were foregrounded through the institution of a campuswide portfolio evaluation in the first-year writing program at the University of Southern California in fall of 1990. Shows the effect of the adoption of portfolio evaluation on the writing center's activities. (HB)
Descriptors: Freshman Composition, Higher Education, Portfolios (Background Materials), Writing Evaluation
