We Say, They Say: Expanding the Nexus of Understanding on Student Writing.

Mutual understanding is at the heart of teaching and learning, especially for writing. This study investigated the extent to which faculty and students at one university shared understanding about the writing process. Qualitative analysis revealed that students and faculty similarly understood observable attributes of written work (e.g., organization, mechanics). Interestingly, while students and faculty both discussed grades, the use of feedback, and time spent writing, they attached different connotations to these terms. A third set of factors was cited by each group of respondents separately: faculty cited concerns with K-12 writing instruction and students' lack of disciplinary knowledge, whereas students discussed challenges with getting started, the role of personal connections to their writing, and the benefits of class discussion. These findings highlight the importance of transparency in talking with students about writing as a way to improve writing pedagogy. [ABSTRACT FROM AUTHOR]