Abstract
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.
- Journal
- Composition Forum
- Published
- 2015
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- Open Access
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