• Corpus ID: 30574476

Helping Students Cross the Threshold: Implications from a University Writing Assessment.

  title={Helping Students Cross the Threshold: Implications from a University Writing Assessment.},
  author={Elizabeth Blackburn Brockman and Marcy Taylor and MaryAnn Krajnik Crawford and Melinda L. Kreth},
  journal={English Journal},
ome English Journal readers may fondly (or not so fondly) remember reading lists for college-bound students, which were once routinely distributed to promote the reading of The Scarlet Letter, Pride and Prejudice, The Pearl, and other noteworthy classics. Today, virtually any English teacher would recognize that a focus on solely canonical texts was the greatest flaw of these lists; however, another important consideration exists: How did we know that college professors expected students to… 

Crossing the Measurement and Writing Assessment Divide: The Practical Implications of Inter-Rater Reliability in Faculty Development

A model in use at my home university is presented that demonstrates how an analysis of inter-rater reliability can be a bridge connecting the technical expectations of sound psychometric properties in measurement with assessment of authentic writing samples.

Staging an Essay: Play and Playwriting for Redirecting Habits of Mind.

Many first-year students struggle with the transition from high school writing to college writing as higher-order demands are made and new discipline-specific genres are added. Previous writing

The Challenge of Writing Remediation: Can Composition Research Inform Higher Education Policy?

Background/Context This article presents a review of research relevant to postsecondary writing remediation. The purpose of the review is to assess empirical support for policy aimed at improving the

Aliterate community college remedial students and their attitudes toward reading: a phenomenological examination

Thesis (M.A., Education (Language and Literacy))--California State University, Sacramento, 2013.

Impact of Aliteracy on Learning English as A Second Language in Nigeria

This paper examines the impact of aliteracy on learning English as a second language in Nigeria. Genuine concern expressed by stakeholders on the poor performance exhibited by Nigerian secondary

Pedagogy of Academic Narrative: Insights from They Say/I Say: The Moves that Matter in Academic Writing by Graff and Birkenstein (2014)

  • L. Epting
  • Education
    Perspectives on behavior science
  • 2018
Hineline’s (elsewhere in this issue) analysis of narrative is noteworthy in three respects. First, it provides insights into the essential behavioral elements that may give rise to the larger

College Faculty Members' Perceptions of Students' Writing Abilities

This case study provides insight into college faculty members’ views of students’ writing skills and recommendations for how these skills might be improved through collaborative efforts across the university, resulting in positive outcomes for both the students and university by increasing student graduation rates and reducing college debt.



The Novice as Expert: Writing the Freshman Year.

Why do some students prosper as college writers, moving forward with their writing, while others lose interest? In this essay we explore some of the paradoxes of writing development by focusing on

Time To Know Them: A Longitudinal Study of Writing and Learning at the College Level

Contents: Introduction. Studying Writing and Learning from a True Longitudinal Perspective. Developing Metacognitive Awareness of the Relationship Between Writing and Learning. Effect of Complex

Speaking the Language: Written Dialogue in the Composition Classroom.

  • Persons in Process. Four Stories of Writing and Personal Development in College. Urbana: NCTE,
  • 2000