Inside the College Writing Gap: Exploring the Mixed Messages of Remediation Support
Document Type
Article
Publication Date
2-1-2018
Publication Title
Innovative Higher Education
First page number:
1
Last page number:
15
Abstract
This case study offers a qualitative perspective on a relationship between institutional structures and student outcomes. The data describe the conditions in 10 English remediation classrooms at one urban community college district. The study uses new literacies as a theoretical framework with which to understand how these conditions supported classroom-level teaching and learning. Findings suggest that classroom conditions undermined new literacies’ assumptions that college writing is a social practice. The authors discuss the implications of these findings for research to improve writing remediation policies.
Keywords
Higher education policy; College writing; Postsecondary remediation
Disciplines
Higher Education and Teaching
Language
English
Repository Citation
Relles, S. R.,
Duncheon, J. C.
(2018).
Inside the College Writing Gap: Exploring the Mixed Messages of Remediation Support.
Innovative Higher Education
1-15.
http://dx.doi.org/10.1007/s10755-018-9423-5
