Title

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

Editors

Seenae Chong (Ed.)

Document Type

Article

Publication Date

2-1-2018

Publication Title

Innovative Higher Education

Volume

43

Issue

3

First page number:

217

Last page number:

231

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

Language

eng

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