Bibliographic Details
| Title: |
Transitioning Writers across the Composition Threshold: What We Can Learn from Dual Enrollment Partnerships. |
| Authors: |
Denecker, Christine |
| Source: |
Composition Studies. Spring2013, Vol. 41 Issue 1, p27-50. 24p. |
| Subject Terms: |
*Study & teaching of language composition, *College teachers, *Transitional programs (Education), *Dual school enrollment, *Educational cooperation |
| Abstract: |
Crossing the threshold from high school to college-level writing expectations constitutes a challenge for many students since secondary and post-secondary composition instructors often work under different constraints and are guided by different curricular philosophies. Dual enrollment classrooms provide a space where these differences can be delineated, discussed, respected, and perhaps even reconciled by instructors on both sides of the divide. [ABSTRACT FROM AUTHOR] |
|
Copyright of Composition Studies is the property of Composition Studies 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 |
