Exploring At-Risk Student Writers In Academic Success Programs And The Role Instructors Play In Their Evaluation

Abstract

Little scholarship in Composition Studies has focused on the writing of students who are placed in academic success courses due to the fact that they are academically at-risk. To assess this writing I conducted a study examining writing of at-risk students and the evaluation strategies used by instructors. As a result of the outcome of the study, this project establishes both the consistent and inconsistent ways that instructors evaluate the writing products of these types of students. Also this thesis calls for proposed solutions to this problem to be implemented.

Date of Award	2009
Original language	American English
Awarding Institution	Eastern Illinois University
Supervisor	Terri A. Fredrick (Supervisor)