Ruecker, Todd, editorShepherd, Dawn, editorEstrem, Heidi, editorBrunk-Chavez, Beth, editorUtah State University Press, publisher2017-03-072017-03-072017http://hdl.handle.net/10217/179989Perspectives on how first-year writing can support or hinder students' transitions to college from scholars working in a variety of institutional and geographic contexts and a range of student populations. Contributors present individual and program case studies, surveys of thousands of students, retention data, and policy analysis.--Provided by publisher.Introduction: retention, persistence, and writing: expanding the conversation / Todd Ruecker, Dawn Shepherd, Heidi Estrem, and Beth-Brunk Chavez -- Retention Panopticon: what WPAS should bring to the table in discussions of student success / Rita Malenczyk -- Building collaborative partnerships to support institutional-level retention initiatives in writing programs / Ashley J. Holmes and Cristine Busser -- Big data and writing program retention assessment: what we need to know / Marc Scott -- The imperative of pedagogical and professional development to support the retention of underprepared students at open-access institutions / Joanne Giordano, Holly Hassel, Jennifer Heinert, and Cassandra Phillips -- How student performance in first-year composition predicts retention and overall student success / Nathan Garrett, Matthew Bridgewater, and Bruce Feinstein -- "Life gets in the way": the case of a seventh-year senior / Sara Webb-Sunderhaus -- Absolute hospitality in the writing program / Pegeen Reichert Powell -- Retention, critical pedagogy, and students as agents: eschewing the deficit model / Beth Buyserie, Anna Plemons, and Patricia Freitag Ericsson -- Reconfiguring the writing studio model: examining the impact of the PlusOne Program on student performance and retention / Polina Chemishanova and Robin Snead -- Retention rates of second language writers and basic writers: a comparison within the Stretch Program model / Sarah Elizabeth Snyder -- The kairotic classroom: retention discourse and supplemental instruction in the first year / Sarah E. Harris -- Enhancing alliances and joining initiatives to help students: the story of how we created developmental learning communities at Texas A&M University-Corpus Christi / Susan Wolff Murphy and Mark Hartlaub -- Undergraduate mentors as agents of engagement: peer advocates in first-year writing courses / Michael Day, Tawanda Gipson, and Chris Parker -- Afterword / Linda Adler-Kassner.born digitalbooksengCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.All rights reserved. User is responsible for compliance. Please contact University Press of Colorado at https://upcolorado.com/our-books/rights-and-permissions for use information.English language -- Rhetoric -- Study and teaching (Higher)College dropouts -- PreventionTextAccess is limited to the Adams State University, Colorado School of Mines, Colorado State University, Colorado State University Pueblo, Fort Lewis College, Metropolitan State University of Denver, University of Alaska Fairbanks, University of Colorado Boulder, University of Colorado Colorado Springs, University of Colorado Denver, University of Denver, University of Northern Colorado, University of Wyoming, Utah State University, and Western Colorado University members only.