Inside the College Writing Gap: Exploring the Mixed Messages of Remediation Support
Seenae Chong (Ed.)
Innovative Higher Education
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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
Relles, S. R.,
Duncheon, J. C.
Inside the College Writing Gap: Exploring the Mixed Messages of Remediation Support. In Seenae Chong (Ed.),
Innovative Higher Education, 43(3),