Doctor of Philosophy (PhD)
Curriculum and Instruction
This study explored the writing habits and behaviors of six undergraduate students who earned advanced college credit from the International Baccalaureate diploma, Advanced Placement exam scores, or through dual enrollment partnerships with accredited colleges. Using narrative and case study methods, the study investigated the relationship between high school advanced credit composition courses and the requirements of undergraduate writing. At the time of the study the participants had already completed a minimum of three semesters of study on a college campus.Participants met a total of three times over the course of one semester. Inreflecting on their experiences and in sharing their stories, several themes emerged.
Participants report that their advanced credit opportunities offered them advantages over their peers in college in terms of work ethic, knowledge of writing skills, and research practices.They report entering college as confident writers, and they developed a disciplined work ethic before entering college. The findings of this study indicate that the advanced credit opportunities these participants had were largely helpful to their becoming competent college writers.Participants also report their success was due in some way to their strong relationships with writing instructors and mentors. The findings of this study raise further questions regarding the construction of future advanced credit opportunities.
Robillard, Candence Malhiet, "Advanced College Credit Pathways: Six Undergraduates Reflect on Their Journeys as Writers" (2018). LSU Doctoral Dissertations. 4681.