Title

Inside the College Writing Gap: Exploring the Mixed Messages of Remediation Support

Document Type

Article

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

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