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dc.creatorGriffiths, Brett
dc.creatorHickman, Randall
dc.creatorZollner, Sebastian
dc.date.accessioned2017-12-06T17:10:15Z
dc.date.available2017-12-06T17:10:15Z
dc.date.issued2017
dc.identifierdoi:10.15781/T2DR2PR5P
dc.identifier.urihttp://hdl.handle.net/2152/62926
dc.descriptionAdministrators of writing centers at two-year colleges keenly feel the call for improved research and greater visibility of writing “outcomes.” In the past decade, federal calls to raise rates of education attainment have inspired various initiatives to increase rates of student completion in degree and certificate programs (e.g., Achieving the Dream and the Guided Pathway initiative). At the same time, greater public awareness brings with it additional pressure and scrutiny on educational resources to demonstrate specific and measurable impacts. Chief among these— in the spotlight for education reform for over 100 years—is college writing.1 Placed within the context of college attainment goals and what has been called “accountability funding” in K-12, writing center administrators at two-year colleges find themselves again revisiting assessment and research practices with the goal of demonstrating to administrators and policymakers that writing centers improve “student success.”en_US
dc.language.isoengen_US
dc.relation.ispartofPraxis: A Writing Center Journalen_US
dc.relation.ispartofseriesPraxis: A Writing Center Journal;Vol 15, No 1
dc.subjectGriffithsen_US
dc.subjectHickmanen_US
dc.subjectZollneren_US
dc.subjectgenre-analysisen_US
dc.subjectconsultationsen_US
dc.titleInstitutional Assessment of a Genre-Analysis Approach to Writing Center Consultationsen_US
dc.typeArticleen_US
dc.description.departmentUniversity Writing Centeren_US
dc.rights.restrictionOpenen_US


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