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Fumbling toward Co-Territorialized Spaces: Composition Pedagogy and Dual Enrollment

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Title: Fumbling toward Co-Territorialized Spaces: Composition Pedagogy and Dual Enrollment
Language: English
Authors: Joe Courchesne, Jennifer DiGrazia, Wyatt Hermansen
Source: Composition Studies. 2025 53(2):89-103.
Availability: Composition Studies. Available from: English Department, UMass Boston. 100 William T. Morrissey Blvd, Boston, MA 02125; e-mail: compstudiesjournal@gmail.com; Web site: https://compstudiesjournal.com/
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Document Type: Journal Articles
Reports - Evaluative
Education Level: High Schools
Secondary Education
Higher Education
Postsecondary Education
Descriptors: Dual Enrollment, College Bound Students, College Preparation, Acceleration (Education), Freshman Composition, College School Cooperation, Teacher Collaboration, Team Teaching
ISSN: 1534-9322
1542-5894
Abstract: This article explores the pedagogical possibilities and institutional tensions of co-taught dual enrollment (DE) first-year writing courses. Drawing on their teaching experiences in an early college program, the authors examine how DE fosters collaboration between secondary and postsecondary instructors. They argue that, with adequate professional development and institutional support, DE can promote curricular alignment and enrich writing instruction for future college students. Through classroom narratives and student reflections, the authors show how co-teaching challenges traditional hierarchies and illuminates the increasingly porous boundary between high school and college writing cultures.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500205
Database: ERIC
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  Data: Fumbling toward Co-Territorialized Spaces: Composition Pedagogy and Dual Enrollment
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  Data: This article explores the pedagogical possibilities and institutional tensions of co-taught dual enrollment (DE) first-year writing courses. Drawing on their teaching experiences in an early college program, the authors examine how DE fosters collaboration between secondary and postsecondary instructors. They argue that, with adequate professional development and institutional support, DE can promote curricular alignment and enrich writing instruction for future college students. Through classroom narratives and student reflections, the authors show how co-teaching challenges traditional hierarchies and illuminates the increasingly porous boundary between high school and college writing cultures.
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      – Text: English
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              Y: 2025
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