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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 0000-0003-3944-7486), Rochford, Regina A.
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
FullText Text:
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  Data: The Bridge to English 101: Redesigning the Intersession Reading and Writing Workshop
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  Data: <searchLink fieldCode="SO" term="%22Community+College+Journal+of+Research+and+Practice%22"><i>Community College Journal of Research and Practice</i></searchLink>. 2021 45(10):701-717.
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  Data: 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
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  Data: 17
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  Data: 10.1080/10668926.2020.1771626
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  Data: 1066-8926
– Name: Abstract
  Label: Abstract
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  Data: 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).
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        Value: 10.1080/10668926.2020.1771626
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      – Text: English
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        PageCount: 17
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    Subjects:
      – SubjectFull: English Instruction
        Type: general
      – SubjectFull: Vacation Programs
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      – SubjectFull: Reading Instruction
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      – SubjectFull: Writing Instruction
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      – SubjectFull: College Readiness
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      – SubjectFull: Academic Support Services
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      – SubjectFull: College Bound Students
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      – SubjectFull: Writing Achievement
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      – SubjectFull: Two Year College Students
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      – SubjectFull: New York (New York)
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