Evaluating the impact of first-year writing course grades on college-student persistence

Grading Writing: A Poetic (Auto) Ethnography

“…Both teachers and students may understand grades as categorizing not only writing but also, even unintentionally, the writers themselves (Bloom, 1997). Even while students may crave grades to understand how they relate to others in class and how they fare in educational settings (Inman & Powell, 2018), and even while grades seem to offer predictor variables of writing and college success (Brunk-Chavez & Fredericksen, 2008; Garrett et al, 2017; Nicholes & Reimer, 2020a, 2020b), antiracist scholarship, notably those of Asao Inoue (2014), has underscored that writing assessment systems tend to unevenly affect “students who historically are closest to failure in writing classrooms—that is, students of color, multilingual students, and working-class students” (p. 332). Grades, then, have to be further understood to further push forward the vital talks we are having about linguistic justice on campus for all our students.…”

The Effectiveness of Repetition Drill Technique To Improve Electrical Engineering Student’s Speaking Skill

“…According to the situation above, lecturers need to implement proper techniques that can be used by lecturers and students to optimize their speaking skills. There are many elements in a speaking activity, such as comprehension, pronunciation, grammar, vocabulary, and fluency (Nicholes & Reimer, 2020). Speaking activities require the subjects to respond.…”

Self-Efficacy Literature Review: Graduate Students

“…The findings demonstrated that the most identified dimension was behavioral engagement, followed by affective and cognitive engagement(Bond et al, 2020). Prior research followed the suggestion put forth byBond et al (2020) for further research of alignment of a theory and methodological design to obtain an adequate analysis of a phenomenon under investigation Nicholes and Reimer (2020). investigated, by use of logistic regression (LR) completed by SPSS Statistics version 25, 8916 centers on intersections of 14,000 FYC of Fall 2011-Fall 2018 cohort college-students(Nicholes & Reimer, 2020).…”

“…Prior research followed the suggestion put forth byBond et al (2020) for further research of alignment of a theory and methodological design to obtain an adequate analysis of a phenomenon under investigation Nicholes and Reimer (2020). investigated, by use of logistic regression (LR) completed by SPSS Statistics version 25, 8916 centers on intersections of 14,000 FYC of Fall 2011-Fall 2018 cohort college-students(Nicholes & Reimer, 2020). In this quantitative study, the authors studied students from Composition 1 and 2 to graduation and proposed hypothetical and viable ramifications for early-alert and student-support strategies Nicholes and Reimer (2020),.…”

“…investigated, by use of logistic regression (LR) completed by SPSS Statistics version 25, 8916 centers on intersections of 14,000 FYC of Fall 2011-Fall 2018 cohort college-students(Nicholes & Reimer, 2020). In this quantitative study, the authors studied students from Composition 1 and 2 to graduation and proposed hypothetical and viable ramifications for early-alert and student-support strategies Nicholes and Reimer (2020),. can be a resource for learning institutions to strategize and plan student support to help reduce ramifications leading to attrition.Fischer et al (2020) investigated performance and enrollment patterns and the effects of course modality of 23,610 students in 433 different courses at a public research university.…”