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Journal of Undergraduate Research

Keywords

upper-division students, writing center, professional success

College

Humanities

Department

English

Abstract

Because the development of writing skills is crucial to professional success, many writing center studies attempt to determine how to best encourage undergraduate students to attend their university writing centers. Many universities require freshmen to attend the writing center while enrolled in a first-year writing class. Because of this, a large portion of writing center research focuses on the effectiveness of this requirement, and its impact on students’ perceptions of and experiences with the writing center (Bell and Stutts, 1997; Bishop, 1990; Clark, 1985; Gordon, 2008; Rendleman, 2013). This research added to the extensive debate over whether or not writing center attendance during first-year writing courses should be mandatory. For the most part, these studies are focused on the perceptions of first-year students and “basic” (remedial) writers (Babcock and Thonus, 2012; Bourelle, 2007; Odney, 2011; Osman; 2007; Robinson, 2009). Very few concentrate on the experiences and perceptions of upper-division students—undergraduate sophomores, juniors, and seniors (Cheatle and Bullerjahn, 2015).

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