2016

1. 2016 web OA PDF
   Using an Emporium Model in an Introduction to Academic Literacies Course ↗
   Brenda Refaei; Ruth Benander
   Abstract

   Research suggests that many students placed in the lowest level developmental writing courses do not make it to first-year composition and never graduate. The authors explain how they redesigned the lowest level writing course with scaffolded writing assignments to allow students to work at an accelerated pace.  Instructors and tutors work with students individually and in small groups as they complete the assignments. To facilitate real-time feedback, the authors created a Google Drive folder for class use so that students would have access to planning materials and prompt writing feedback. Students have individual folders for their work, and process writing is easily accessible to students, tutors, and instructors. More students from this lowest level course are moving directly into the required first-year English composition course. This new course design effectively supports students at an open-access two-year college.

   first-year composition writing pedagogy basic writing curriculum design two-year college literacy studies