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Retention and Writing Instruction: Implications for Access and Pedagogy

Pegeen Reichert Powell
College Composition and Communication
Vol. 60, No. 4 (JUNE 2009), pp. 664-682
Stable URL: http://www.jstor.org/stable/40593424
Page Count: 19
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Retention and Writing Instruction: Implications for Access and Pedagogy
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Abstract

As faculty are increasingly recruited to participate in retention efforts on their campuses, I argue that composition studies professionals should pay attention to the scholarship on retention, one of the fastest growing areas of research in higher education. Moreover, the questions surrounding which of our students persist until graduation and why should qualify our arguments about access and reframe our conversations about pedagogy.

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