[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-598586-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-598586-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","veterans-as-adult-learners-in-composition-courses","Veterans as Adult Learners in Composition Courses","","This article examines veterans within research on adult and nontraditional students in college writing programs. It argues that deficit-based support frames often reinforce stereotypes, whereas an asset-based approach can reveal existing knowledge and resources needed to support veteran writers. Drawing on Malcolm Knowles’s six principles of adult learning, the paper proposes how writing teachers and programs can build on adult learners’ motivations, experiences, and self-direction.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/veterans-as-adult-learners-in-composition-courses/598586/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/veterans-as-adult-learners-in-composition-courses/598586.png","ImageObject",300,407,{"name":42,"@type":43},"A glass of water","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why does the article contrast deficit-based support with an asset-based approach?","Question",{"text":63,"@type":64},"It argues deficit models require specialized knowledge and reinforce stereotypes. An asset-based approach asks what students already have and works, revealing resources and knowledge that institutions can build on.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How do Knowles’s six principles relate to teaching veterans in composition courses?",{"text":68,"@type":64},"The article proposes using the six principles—need to know, readiness to learn, orientation to learning, motivation, self-direction, and experience—as a heuristic for investigating how writing programs and teachers can support veteran students.",{"name":70,"@type":61,"acceptedAnswer":71},"What does the article suggest about veterans compared with other adult learners?",{"text":72,"@type":64},"It states that transition issues faced by veterans overlap with those of nontraditional adult students, implying they are less about veteran status and more about adult learning needs.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},598586,1792230286,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Composition Forum 28, Fall 2013 [http://compositionforum.com/issue/28/](http://compositionforum.com/issue/28/)  \nVeterans as Adult Learners in Composition Courses  \n [[http://www.addthis.com/bookmark.php?v=250&username=compforum](http://www.addthis.com/bookmark.php?v=250&username=compforum)]  \nMichelle Navarre Cleary and Kathryn Wozniak  \nAbstract: Considering veterans in the context of research on adult and nontraditional students in college writing classes, this article proposes Malcolm Knowles’s six principles for adult learning as an asset-based heuristic for investigating how writing programs and writing teachers might build upon existing resources to support veteran students.  \nAs veterans return to college, institutions often ask,“What are we/they missing and what do we/they need?” This deficit approach means support for veterans is dependent upon obtaining specialized knowledge, instruction, funding, and resources. In addition,“Trainings that focus on the deficits of student veterans likely perpetuate already established stereotypes ofthe ‘veteran’”(Hart and Thompson 4). In contrast, when institutions ask“What do we/they have and what works?” and, thereby, take an asset-based approach, they may find that they already have much ofthe knowledge and resources they need to support veterans. This is true because, as nontraditional, adult students, veterans are in the mainstream: “[i]n 2007-08, some 85% ofmilitary undergraduates were aged 24 or older”(Radford v). With 73% oftoday’s college students classified as nontraditional and 40% older than 24 (Choy 1-3,“Table 191”), veterans join the majority of students on college campuses who are likely to be more mature, motivated, and experienced than the “traditional” 18-year-old student (Branker; Burnett and Segoria; Gann; Morreale; Rumann and Hamrick). Yet, in a nationwide study of student veterans, Alexis Hart and Roger Thompson found that  \n[c]ampus trainings about student veterans tend to be based on a deficit model. . . . Further, the trainings generally fail to make connections between veterans and other student groups. For instance, many ofthe transition issues that are reported by veterans parallel in significant ways the transition many nontraditional students face when making the move from careers back to college, suggesting the possibility that some ofthe transitional issues are less about their status as veterans and more about their status as adult learners. (4)  \nRecognizing the connections between veterans and other adult learners, we propose Malcolm Knowles’s six principles for adult learning as an asset-based heuristic for investigating how writing programs and writing teachers might build upon existing resources to support veteran students. We are concerned that claims that“student-veterans are inherently diferent from other students”(Gann 216) are premised on the assumption that other students are “the traditionally-aged student body”(Gann 214). This assumption makes invisible the preponderance of nontraditional adult students in college writing classes and obscures research on adult learning that has taken place since the 1920s. In fact,“military veteran students are very similar to non-traditional students”(Morreale 138).  \nThe question of how to best serve veterans who return to college is not a new one. The arrival ofWorld War II veterans on college campuses brought attention to and resulted in a flowering of research on how to teach adults  \n24 and older. Rather than approaching the rising adult student population as a problem, Malcolm Knowles posed a set ofprinciples by which teachers and adult learners could work together to explore and make meaning ofthe students’ numerous personal and professional experiences. Drawing upon work by Eduard Lindeman (who was heavily influenced by the progressive, student-centered approach to education ofJohn Dewey), Knowles brought the term “andragogy” from Europe to the United States in 1968 to distinguish the teaching a","cbCaihgFXgD4We9j","https://ap.wps.com/l/cbCaihgFXgD4We9j","pdf",346999,15,"English","# Abstract\n## Asset-based vs. deficit models\n## Andragogy and Knowles’s six principles\n## Implications for teaching composition to veterans","[{\"question\":\"Why does the article contrast deficit-based support with an asset-based approach?\",\"answer\":\"It argues deficit models require specialized knowledge and reinforce stereotypes. An asset-based approach asks what students already have and works, revealing resources and knowledge that institutions can build on.\"},{\"question\":\"How do Knowles’s six principles relate to teaching veterans in composition courses?\",\"answer\":\"The article proposes using the six principles—need to know, readiness to learn, orientation to learning, motivation, self-direction, and experience—as a heuristic for investigating how writing programs and teachers can support veteran students.\"},{\"question\":\"What does the article suggest about veterans compared with other adult learners?\",\"answer\":\"It states that transition issues faced by veterans overlap with those of nontraditional adult students, implying they are less about veteran status and more about adult learning needs.\"}]","Veterans as Adult Learners in Composition Courses | PDF",1792087204,38]