Investigating the Reasons University Students in the South Central United States Have to Retake First Year English Composition

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The book investigates the reason(s) why so many students at a university in south central U.S. have had to retake First-Year Composition. Using research of teaching and learning styles, this study sought to discover if there was a mismatch of teaching and learning styles because of a cultural difference of faculty and students. This work is of immense value to those in the field of education.


“Edith Burford’s Investigating the Reasons University Students in South Central United States Have to Retake First Year English Composition is a fine book. It shows dedication not only to scholarly excellence, but also to quality teaching. Edith Burford is clearly a woman who cares about her students, and she has used her research to listen to students the way any good teacher does. We are fortunate to have this opportunity to hear what Mexican American students and their teachers have to tell us about improving composition teaching. Clearly we need many more such studies, and Burford’s work, following humbly in the footsteps of Victor Villanueva, helps pave the way. As we move further into the Twenty-first Century, we can use Edith Burford’s research as a stepping stone on our path to learning how we must reshape composition if we ever hope to make it a course where Mexican American students, and indeed all students, can find their voices.” – (From the Commendatory Preface) Gian S. Pagnucci, Ph.D., Indiana University of Pennsylvania

Table of Contents

Preface by Gian S. Pagnucci, Ph.D.
1. The Problem and Its Significance
2. Review of the Literature
3. Methodology: Data Collection
4. Analysis of the Data

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