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Essay / Research Paper Abstract
A 6 page research paper that examines three articles on composition, reading and rhetoric at the college/university level. The writer concludes from these articles that an emphasis should be placed on whether or not students entering college have college-level reading skills. Bibliography lists 3 sources, but the information is incomplete due to problems with the fax sources.
Page Count:
6 pages (~225 words per page)
File: D0_khlecom2.rtf
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Unformatted sample text from the term paper:
successful, not only within their academic careers, but also within their chosen professions. Composition and rhetorical skills are the tools that enable this goal to be accomplished. This much is
agreed upon by all concerned. How to successfully teach these skills is where disagreement occurs. Research in this area indicates the complexity of this topic. For example, the research conducted
by McCarthy, in regards to student writing, points toward the difficulty inherent in successfully transmitting the skills learned in freshman composition classes to other subjects. McCarthys subject, an intelligent and
seemingly industrious student, experienced extreme difficulty in this regard. Examination of McCarthys research, as well as other studies on this topic, reveals that what may be called for is not
only increased emphasis on successful writing, but also on assuring that students have the necessary foundation provided by exemplary reading skills as well. McCarthys study examined how students negotiated
discerning what constituted appropriate texts in various courses (234). Basically, this study involved following one student, Dave Garrison, through his writing experiences in one class per semester during his freshman
and sophomore years and then obtained follow-up data during his junior year. McCarthys inherent assumption in this research is that writing, like speaking, is a social activity and that writers
must learn to use the written word in manner considered appropriate by a "particular speech or discourse" community (McCarthy 234-235). The methodology consisted of the researcher combining four research
tools: observation, intervi3ews, composing-aloud protocols and text analysis. The courses that Dave took that were examined by the researcher were Freshman Composition, Introduction to Poetry and Cell Biology. The professors
that taught the three courses that provide the backdrop for this study all indicated that their principal goal in having their students write was not to have them display specific
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