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"A collection of short essays written by and for instructors of college writing that examine life lessons that both students and instructors learn from first-year composition courses"--Provided by publisher.
In the United States, 1,200 community colleges enroll over ten million students each year—nearly half of the nation’s undergraduates. Yet fewer than 40 percent of entrants complete an undergraduate degree within six years. This fact has put pressure on community colleges to improve academic outcomes for their students. Redesigning America’s Community Colleges is a concise, evidence-based guide for educational leaders whose institutions typically receive short shrift in academic and policy discussions. It makes a compelling case that two-year colleges can substantially increase their rates of student success, if they are willing to rethink the ways in which they organize programs of study, support services, and instruction. Community colleges were originally designed to expand college enrollments at low cost, not to maximize completion of high-quality programs of study. The result was a cafeteria-style model in which students pick courses from a bewildering array of choices, with little guidance. The authors urge administrators and faculty to reject this traditional model in favor of “guided pathways”—clearer, more educationally coherent programs of study that simplify students’ choices without limiting their options and that enable them to complete credentials and advance to further education and the labor market more quickly and at less cost. Distilling a wealth of data amassed from the Community College Research Center (Teachers College, Columbia University), Redesigning America’s Community Colleges offers a fundamental redesign of the way two-year colleges operate, stressing the integration of services and instruction into more clearly structured programs of study that support every student’s goals.
This book provides ways of thinking about the teaching of writing in secondary schools (with applications to college writing) and shares research-based strategies for immediate use in the classroom. The strengths-based, classroom-tested, student-centered writing hope strategies shared within the Writing Hope Framework (WHF) are designed to allow students to work within their own unique writing processes and insert their individual writers’ voices and styles authentically. The Writing Hope Framework allows students to choose which strategies and stages of the writing process they wish to engage in for purposeful writing goal attainment; it recognizes unique writing approaches and accounts for these differences in curricular design and implementation. Teachers can assess the writing abilities and self-beliefs of the students in their classes using a variety of strategies provided and then guide students in their pathways selection processes for writing. Given the nature of this research and its application, it is the intention of this book to bring readers through a process of hope that can facilitate life hope and writing hope in the classroom for and with students. Hope is not exclusively for the already hopeful students; it is also, and perhaps more critically, for those students who do not presently see hope in their lives but who can. Every student is capable of hope if it is facilitated effectively and purposefully.
Pathways, Second Edition, is a global, five-level academic English program. Carefully-guided lessons develop the language skills, critical thinking, and learning strategies required for academic success. Using authentic and relevant content from National Geographic, including video, charts, and other infographics, Pathways prepares students to work effectively and confidently in an academic environment.
Empowering striving writers to thrive as writers! Somehow, in every classroom during every year, there are students who keep us up at night because of the instructional challenges they face as writers. These students—our striving writers—may find success exploring different entry points and pathways than those their classmates travel. Every Child Can Write will help you lead striving writers along their journey toward growth, confidence, and success. Filled with practical strategies, classroom-management ideas,and reproducible tools, this book also offers low- and high-tech solutions for increasing writing volume and boosting self-esteem. Plus, with suggestions for differentiating instruction based on standards and student needs, it will help you: Implement principles of UDL to optimize your classroom environment and student learning; Identify and honor students’ strengths throughout your writing instruction; Maximize the power of formative assessment to set goals with students; and Integrate the most appropriate technology that empowers students and leads them to independence. As essential as writing is in elementary school, it will be even more important when your students reach middle school. Now is the time to give them the skills, practice, and confidence they need to succeed. As we know, in distance learning caregivers and teachers partner more than ever to help students with writing. The Distance Learning companion to Every Child Can Write is for teachers to share with caregivers to help children develop their writing lives—even while learning at home. Each of the eight modules contains video clips that talk caregivers through tools for supporting their student writers, along with downloadable tools that can be used by teachers or caregivers.
div Composition research consistently demonstrates that the social context of writing determines the majority of conventions any writer must observe. Still, most universities organize the required first-year composition course as if there were an intuitive set of general writing "skills" usable across academic and work-world settings. In College Writing and Beyond: A New Framework for University Writing Instruction, Anne Beaufort reports on a longitudinal study comparing one student’s experience in FYC, in history, in engineering,;
Creating Literacy Communities as Pathways to Student Success offers a model for using literacy as a pathway for secondary students to explore fields from which they are often systematically excluded. In particular, this volume demonstrates how access for young Latina students to STEM related fields can be bolstered through engagement with mentors in writing and reading programs. Written for pre- and in-service teachers, as well as scholars across disciplines, this book aims to re-conceptualize the ways in which writing can best serve ethnically and linguistically diverse students, especially girls.
This book provides solutions to the vexing educational challenges that rural communities face and serves as a how-to guide for building college and career readiness within rural schools. Rural America's Pathways to College and Career shares practical tips that can be used by educators and community members to transform rural schools, help students develop essential skills, locate and train college- and career-ready advisors, establish business partnerships, build college readiness, leverage technology, build interest in science, technology, engineering and math (STEM) careers, and understand how to pay for college. Based on research and drawing on best practice and poignant stories, Dalton shares examples of success and challenges from interviews conducted with over 200 individuals who have participated in programs across the country. By helping rural youth learn about the opportunities available and by providing them with the support they need to succeed, this book serves as an actionable guide to helping students in rural schools attain postsecondary school success.
Essays are central to students’ and teachers’ development as thinkers in their fields. In Crafting Presence, Nicole B. Wallack develops an approach to teaching writing with the literary essay that holds promise for writing students, as well as for achieving a sense of common purpose currently lacking among professionals in composition, creative writing, and literature. Wallack analyzes examples drawn primarily from volumes of The Best American Essays to illuminate the most important quality of the essay as a literary form: the writer’s “presence.” She demonstrates how accounting for presence provides a flexible and rigorous heuristic for reading the contexts, formal elements, and purposes of essays. Such readings can help students learn writing principles, practices, and skills for crafting myriad presences rather than a single voice. Crafting Presence holds serious implications for writing pedagogy by providing new methods to help teachers and students become more insightful and confident readers and writers of essays. At a time when liberal arts education faces significant challenges, this important contribution to literary studies, composition, and creative writing shows how an essay-centered curriculum empowers students to show up in the world as public thinkers who must shape the “knowledge economy” of the twenty-first century.
