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ERIC Number: EJ1072312
Record Type: Journal
Publication Date: 2015
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1522-7502
Fostering Research Identities in Two-Course Writing Sequences: A Curricular Perspective
Sura, Thomas
Composition Forum, v32 Fall 2015
Two-course writing sequences are valuable because they extend the time that students spend focused on developing as writers and researchers, yet they cannot rely on a "more is better" argument to justify their ongoing implementation, especially when general education curricula are shrinking and one course often looks much the same as the other. This program profile describes how West Virginia University is adopting a proactive stance on preserving and advocating for two-course writing sequences by recasting its second, sophomore-level course as an essential building block in the formation of undergraduate research identities. By combining axiologies of research identities with those of genre, metagenre, and metadisciplines, the program at West Virginia University is reshaping and repositioning its writing curriculum to more adequately address the diverse needs of students on pathways to many different disciplines.
Association of Teachers of Advanced Composition. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: West Virginia
Grant or Contract Numbers: N/A