| Summary: | "First-Year Writing offers a rare corpus-based analysis of writing by incoming college students compared with expert academic writing. Based on repeating rhetorical and linguistic features in over 19,000 student essays, the research analyses specific discourse features in first-year writing that do not match expectations of more advanced academic arguments. The book goes on to demonstrate how these findings can be used to better connect writing and language in pedagogy and assessment, showing how to use language-level insights to improve students' awareness and writing"--
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