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Although initial communications are often treated as routine, the wording in admission materials can significantly shape at-risk students’ confidence and their academic self-image. The paper outlines a rationale and a development process for admission rhetoric using UW’s Synergy learning community and its evolving welcome communication approach.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":41,"@type":70,"position":76},"https://docshare.wps.com/template/letters/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/admission-rhetoric-and-academic-self-efficacy-the-importance-of-first-communications-for-conditionally-admitted-students/277154/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/admission-rhetoric-and-academic-self-efficacy-the-importance-of-first-communications-for-conditionally-admitted-students/277154.png","ImageObject",442,249,{"name":88,"@type":89},"Miles","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-30","2026-09-15",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",8,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"为什么需要在学院录取信上投入更多关注？","Question",{"text":109,"@type":110},"因为录取信是学生进入大学前收到的第一份沟通，会影响他们在开始阶段的信心与学术自我形象，从而影响自我效能感。","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"条件录取学生面临的风险因素有哪些？",{"text":114,"@type":110},"除了可能的低高中GPA或ACT成绩，他们还更可能来自低收入家庭、是第一代大学生，或属于少数族裔，这些因素会在第一学期造成学业与社交层面的落脚困难。",{"name":116,"@type":107,"acceptedAnswer":117},"文章如何说明Synergy项目与录取话语的关系？",{"text":118,"@type":110},"文章介绍了UW的Synergy学习共同体如何在第一学年通过同伴队伍、通识课程与导师支持来帮助学生，并通过流程修订录取材料的表达，以在制度要求扩大后避免削弱学生动机。","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},277154,1789498222,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":40,"category_name":41,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":136,"language":137,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":138,"faqs":139,"seo_title":140,"seo_description":61,"update_tm":126,"read_time":73},13056703019404,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","by Joyce Stewart and April Heaney  \nAdmission Rhetoric and Academic Self-Efficacy:  \nthe Importance of first Communications for Conditionally Admitted Students  \nAbstract  \nThis article advocates for increased attention on the college admission letter to strengthen conditionally admitted students’ academic self-efficacy as they begin the college experience. Although first communications are often considered perfunctory, the language of admission materials has strong potential to help at-risk students begin college with a mindset for success.  \nIntroduction  \nAs the number of students enrolling in colleges and universities grows (25 percent over the past 20 years), the number of students who are underprepared or “at-risk” for academic failure also increases (Kinzie, 2008) . The American Association of College and Universities (AAC&U) reports that 53 percent of students entering colleges and universities are academically underprepared, defined more specifically as students who lack skills in at least one of the three basic areas of reading, writing or mathematics (Trite lli, 2003) . Not surprisingly, of these at-risk students, those most underprepared for college work often complete highschool with low GPAs and/or low standardized test scores. These students recognize that their options are restricted by admission requirements. In response to a national effort to increase access to college for underrepresented groups, and in some cases to better satisfy institutional missions, many universities develop admission policies that allow underprepared students who do not meet GPA or entrance exam requirements to matriculate under “provisional”or “conditional” status. Models for conditional-admission vary by institution, but conditionally-admitted students are often required to complete basic skills coursework in reading, writing or math, participate in a tutoring program, and/or meet with an advisor or mentor on a regular basis during the first year.  \nOffering developmental support in coursework is a significant part of increasing odds of success among at-risk students, but a more complex challenge arises when conditionally-admitted students also possess social or demographic risk factors that hinder their prospects for success in college—even before they arrive on campus. At the University of Wyoming (UW), for example, conditionally-admitted students are characterized not only by low high school GPA or ACT scores, but are also more likely than the general student population to be low income, first-generation college students, and/or ethnic minorities. This compounding of factors can make it difficult for conditionally-admitted students to gain solid footing in their first semester of college in both academic and social realms.  \nMany institutions have developed comprehensive programs to support at-risk students during their first year of college, but we wish in this article to highlight a less visible timeframe in supporting conditionallyadmitted students: the critical period during which students receive admission materials from the university. Because the admission  \nletter serves as the first communication students receive, it has a unique capability to bolster or inhibit conditionally-admitted students’confidence and academic self-image as they enter the university. In the case of required first-year programs for conditionally-admitted students, the university’s first communication also dramatically colors students’ attitudes toward structures they must experience as part of their transition to college. Unfortunately, the language aimed at conditionally-admitted students in many universities’ admission materials can actually undermine the university’s goals for these students in their first year.  \nIn addition to presenting a rationale for greater attention to designing pre-fall admission and programmatic “welcome” letters, this article highlights a process of developing admission rhetoric for the Synergy learning community for ","cbCaivkNuIGep5lU","https://ap.wps.com/l/cbCaivkNuIGep5lU","pdf",221968,6,"English","# Introduction\n## Conditional Admission and Academic Risk\n## The Role of Admission Letters\n## Synergy Program and Development of Admission Rhetoric\n# Academic Self-Efficacy and College Transition","[{\"question\":\"为什么需要在学院录取信上投入更多关注？\",\"answer\":\"因为录取信是学生进入大学前收到的第一份沟通，会影响他们在开始阶段的信心与学术自我形象，从而影响自我效能感。\"},{\"question\":\"条件录取学生面临的风险因素有哪些？\",\"answer\":\"除了可能的低高中GPA或ACT成绩，他们还更可能来自低收入家庭、是第一代大学生，或属于少数族裔，这些因素会在第一学期造成学业与社交层面的落脚困难。\"},{\"question\":\"文章如何说明Synergy项目与录取话语的关系？\",\"answer\":\"文章介绍了UW的Synergy学习共同体如何在第一学年通过同伴队伍、通识课程与导师支持来帮助学生，并通过流程修订录取材料的表达，以在制度要求扩大后避免削弱学生动机。\"}]","Admission Rhetoric and Academic Self-Efficacy - The Importance of First Communications for Conditionally Admitted Students | PDF"]