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HART AND THOMPSON / VETERANS IN THE WRITING CLASSROOM
CCC 68:2 / DECEMBER 2016
D. Alexis Hart and Roger Thompson
Veterans in the Writing Classroom: Three Pro-
grammatic Approaches to Facilitate the Transi-
tion from the Military to Higher Education
T he purpose of this article is to report on institutional approaches to
veteran enrollments in writing classes and to recommend a reorientation
of those approaches toward asset-based professional orientation and
course development. These recommendations derive from the findings of
a 2010 Conference on College Composition and Communication (CCCC)
Research Initiative Grant that funded a two-year study of student veterans
in the writing classroom.
Since at least 2003, the CCCC has made public comment on US military
engagements in Iraq and Afghanistan.
1
Subsequently, veteran populations—
Drawing upon a two-year study of student-veterans in college writing classrooms,
this article analyzes three types of courses developed in an effort to respond to in-
creased military-affiliated student enrollments: veterans-only, veteran-focused, and
veteran-friendly. The article concludes with recommendations for an asset-based
approach to professional development for writing faculty.
Copyright © 2016 by the National Council of Teachers of English. All rights reserved.