Transitioning Writers across the Composition Threshold: What We Can Learn from Dual Enrollment Partnerships

Autor/in	Denecker, Christine
Titel	Transitioning Writers across the Composition Threshold: What We Can Learn from Dual Enrollment Partnerships
Quelle	In: Composition Studies, 41 (2013) 1, S.27-50 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-9322
Schlagwörter	Writing Instruction; Dual Enrollment; Writing (Composition); Secondary Education; Higher Education; Comparative Analysis; Expectation; Teacher Role; Content Analysis; Persuasive Discourse; Expository Writing; Discourse Modes; Technical Writing; Reports; Teacher Expectations of Students; Student Role; Student Responsibility; Secondary School Students; College Students; Self Concept; Holistic Approach; North Carolina; Ohio; United States + Suchen Sie Ihr Suchwort? Schreibunterricht; Doppelstudium; Schreibübung; Sekundarbereich; Hochschulbildung; Hochschulsystem; Hochschulwesen; Expectancy; Erwartung; Lehrerrolle; Inhaltsanalyse; Persuasion; Persuasive Kommunikation; Diskursethik; Technical documentation; Technische Dokumentation; Abschlussbericht; Berichten; Sekundarschüler; Collegestudent; Selbstkonzept; Holistischer Ansatz; USA
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. (Contains 20 notes.) (As Provided).
Anmerkungen	University of Winnipeg. Department of Rhetoric, Writing, and Communications 515 Portage Avenue, Winnipeg, Manitoba R3B 2E9, Canada. Tel: 204-786-9001; Fax: 204-774-4134; e-mail: compositionstudies@uwinnipeg.ca; Web site: http://www.compositionstudies.uwinnipeg.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10