The Bridge to English 101: Redesigning the Intersession Reading and Writing Workshop
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| Title: | The Bridge to English 101: Redesigning the Intersession Reading and Writing Workshop |
|---|---|
| Language: | English |
| Authors: | Miller, Benjamin Lawrance (ORCID |
| Source: | Community College Journal of Research and Practice. 2021 45(10):701-717. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Two Year Colleges High Schools Secondary Education |
| Descriptors: | English Instruction, Vacation Programs, Reading Instruction, Writing Instruction, Workshops, Developmental Programs, Community Colleges, Acceleration (Education), College Readiness, Academic Support Services, College Bound Students, College Freshmen, Reading Achievement, Writing Achievement, Two Year College Students |
| Geographic Terms: | New York (New York) |
| DOI: | 10.1080/10668926.2020.1771626 |
| ISSN: | 1066-8926 |
| Abstract: | Developmental interventions for reading and writing often take place at community colleges during the winter or summer. These brief, intersession workshops are examples of compressed acceleration, as they give students the opportunity to exit developmental coursework and enroll in credit bearing courses the following semester. As college readiness assessments have shifted from high-stakes tests to multiple measures, so too have the curriculum and focus of these compressed interventions which can last as few as ten days. Little to no research exists about how such brief reading and writing boot camps, with a focus on college readiness and soft skill development, can affect learning outcomes. This research presents findings from a recent developmental reading-writing workshop at a community college where faculty emphasized the importance of time management, study skills, support networks, and integrated instruction of these skills within condensed reading and writing assignments. Such efforts of this pilot study significantly impacted reading and writing outcomes as well as student attitudes toward vital campus resources, like the Campus Writing Center (CWC). |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1310763 |
| Database: | ERIC |
| Abstract: | Developmental interventions for reading and writing often take place at community colleges during the winter or summer. These brief, intersession workshops are examples of compressed acceleration, as they give students the opportunity to exit developmental coursework and enroll in credit bearing courses the following semester. As college readiness assessments have shifted from high-stakes tests to multiple measures, so too have the curriculum and focus of these compressed interventions which can last as few as ten days. Little to no research exists about how such brief reading and writing boot camps, with a focus on college readiness and soft skill development, can affect learning outcomes. This research presents findings from a recent developmental reading-writing workshop at a community college where faculty emphasized the importance of time management, study skills, support networks, and integrated instruction of these skills within condensed reading and writing assignments. Such efforts of this pilot study significantly impacted reading and writing outcomes as well as student attitudes toward vital campus resources, like the Campus Writing Center (CWC). |
|---|---|
| ISSN: | 1066-8926 |
| DOI: | 10.1080/10668926.2020.1771626 |
