“The Call of Research: A Longitudinal View of Writing Development”
College Composition and Communication, 2008
Do students leave college as stronger writers than when they entered? This question frames Sommers’s analysis of writing by 400 Harvard freshmen over the course of their undergraduate education. She finds, however, that to answer the question requires focusing on outcomes, “endpoints,” and that doing so ignores the process of writing development in favor of an unfortunate emphasis on the products students produce.