Date of Award
9-16-2010
Document Type
Thesis
Degree Name
Master of Arts (MA)
Department
Rhetoric and Writing
First Advisor
Huey Crisp
Abstract
Retention scholarship and theory is discussed, synthesized, and brought into juxtaposition with concepts and practices of composition pedagogy in order to elicit an understanding of the role that composition pedagogy might play in retention initiatives. Surveys conducted at the University of Arkansas at Little Rock Department of Creative Writing are drawn on to determine what practices might be seen as "retention friendly" in light of the review of retention scholarship. Empirical data is described that shows a correlation between participation in composition classes at UALR and increased student retention. A readily accessible theoretical model is offered for use by composition instructors who wish to incorporate more retention-friendly practices into their current pedagogies, and suggestions for future research that draw upon this model are presented.
Recommended Citation
Isbell, Mark, "Toward a Retention-Focused Compostion Pedagogy: The Composition Classroom as a Space to Promote Retention" (2010). Theses and Dissertations. 265.
https://research.ualr.edu/etd/265
