Books and Book Chapters by University of Dayton Faculty
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Description
At the end of each semester, composition instructors at the University of Dayton (UD) collected portfolios of student writing for the annual program assessment, encouraging their students to return the following semester to pick up their folders of work. However, the stacks of unclaimed portfolios that piled up in faculty offices each year was an indication that students cared little about what they had written, perhaps believing no one beyond their instructor was interested in reading their writing now or in the future. Nevertheless, academic scholars have recognized that student writing improves—as do a sense of ownership and pride in one’s writing—when students know their work will be shared with authentic audiences in wider, public spaces. As such, many institutions have created journals of outstanding undergraduate research. Today, the Council on Undergraduate Research lists well over 200 journals, the majority of which include work from advanced students’ disciplinary research; however, few journals exist to celebrate the work of beginning student writers.
In 2014, Line by Line: A Journal of Beginning Student Writing (ecommons.udayton.edu/lxl) was created, in part, to provide undergraduates with an authentic audience and to celebrate the wide variety of writing emerging from first- and second-year composition courses.
ISBN
978-0-8389-8953-1
Publication Date
2019
Publication Source
Scholarship in the Sandbox: Academic Libraries as Laboratories, Forums, and Archives for Student Work
Publisher
ACRL
City
Chicago, IL
Disciplines
Curriculum and Instruction | Higher Education | Language and Literacy Education | Library and Information Science
Recommended Citation
Biswas, Ann E.; Schlangen, Maureen E.; and Gauder, Heidi, "A Student Journal to Celebrate, Preserve, and Improve Beginning Undergraduate Writing" (2019). Books and Book Chapters by University of Dayton Faculty. 22.
https://ecommons.udayton.edu/books/22
Included in
Curriculum and Instruction Commons, Higher Education Commons, Language and Literacy Education Commons, Library and Information Science Commons
Comments
The document available for download is the authors' accepted manuscript, provided in compliance with the publisher's policy on open access.
Permission documentation is on file.
Book's citation information: Scholarship in the Sandbox: Academic Libraries as Laboratories, Forums, and Archives for Student Work. Edited by Amy S. Jackson, Cindy Pierard, and Suzanne M. Schadl. Chicago: Association of College & Research Libraries (ACRL), forthcoming 2019.
ABOUT THE BOOK: The intent of the book was to "create a dialogue around the idea of the academic library as a laboratory for emerging scholars and creatives to practice and test their disciplinary work; as a forum for sharing that work; and as an archive where work can be sustained and curated."