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This book draws on a study of the writing experiences of 169 U. of Michigan undergraduates across five years to understand the various paths of writing development. Written by those involved in the study, the 10 chapters address writing as a rhetorical and social activity, including the role of instructor feedback and peer review; how genre awareness contributes to student writing development; how writing and writing instruction benefits from attention to language-level features, including conceptions of voice and style: how writers always have more to learn; and writing development in terms of the transition from high school to first-year writing and from college to new writing environments. Annotation ©2019 Ringgold, Inc., Portland, OR (protoview.com)
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