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

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Title: Inside the College Writing Gap: Exploring the Mixed Messages of Remediation Support.
Authors: Relles, Stefani R.1 stefani.relles@unlv.edu, Duncheon, Julia C.2
Source: Innovative Higher Education. Jun2018, Vol. 43 Issue 3, p217-231. 15p.
Subject Terms: *College students, *Writing readiness, *Higher education, *Learning, *Teaching methods
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. [ABSTRACT FROM AUTHOR]
Copyright of Innovative Higher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Inside the College Writing Gap: Exploring the Mixed Messages of Remediation Support.
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Innovative Higher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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