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Re-envisioning First Year Writing Instruction and Beyond

Estelle Pope
Estelle Pope

The document discusses the importance of revising academic works to improve clarity and add value for various stakeholders. It recommends revising works to give proper credit, locate sources for readers, add authority for the author, and join scholarly conversations in a field. Revising is presented as an ongoing process that develops information literacy from basic concepts in early years to more advanced frameworks later on. Setting clear expectations at each stage leads to stronger academic work. The document encourages taking a longitudinal approach to revision from the start of undergraduate studies through to graduate school.

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Re-envisioning First Year Writing Instruction and Beyond
Re-envisioning First Year Writing Instruction and Beyond
Revising
Re-envisioning First Year Writing Instruction and Beyond
Re-envisioning First Year Writing Instruction and Beyond
Re-envisioning First Year Writing Instruction and Beyond
Re-envisioning First Year Writing Instruction and Beyond
Re-envisioning First Year Writing Instruction and Beyond
Re-envisioning First Year Writing Instruction and Beyond
Re-envisioning First Year Writing Instruction and Beyond
Re-envisioning First Year Writing Instruction and Beyond
Re-envisioning First Year Writing Instruction and Beyond
Re-envisioning First Year Writing Instruction and Beyond
Why? Give Credit Added Value For the Researcher Locate Sources for the Reader Add Authority for You Join the Scholarly Conversation for the Community
Re-envisioning First Year Writing Instruction and Beyond
Re-envisioning First Year Writing Instruction and Beyond
Advanced Subject Classes Nursing as an Example
Review/Revise/Refresh - Move Forward
Information Literacy as a Continuum From Start to Finish
Concepts to Frameworks
Clear Expectations Lead to Sound Results
Completing the Circle Year One Through Year Four, and into Graduate School
Thank you!

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Re-envisioning First Year Writing Instruction and Beyond