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For students accustomed to receiving from instructors step-by-step instructions for accomplishing a course objective, adjusting to a framework that requires them to determine the kind and quality of material to use and the rhetorical work they want their texts to accomplish can be overwhelming, and more than a little frustrating, at least at first.   
Curious to learn how students negotiated the demands of a framework for composing that was, for many of the students I have worked with, little in keeping with their experiences in high school writing courses as well as their expectations for college-level writing courses, I spent two years conducting interviews with 29 of my former students using a writing process protocol developed by Paul Prior and Gail Hawisher (for a full description of the methodology used here, see
Prior & Shipka, 2003).
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