Inside the College Writing Gap: Exploring the Mixed Messages of Remediation Support
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.
Higher education policy; College writing; Postsecondary remediation
Higher Education and Teaching
Relles, S. R.,
Duncheon, J. C.
Inside the College Writing Gap: Exploring the Mixed Messages of Remediation Support.
Innovative Higher Education