Teaching English in the Two-Year College Mar 2019

Feature: Writing Proficiency and Student Placement in Community College Composition Courses

Jane S. Nazzal ; Carol B. Olson ; Huy Q. Chung

Abstract

Despite national efforts to accelerate students through precollegiate writing course sequences to transfer-level composition, questions persist regarding appropriate placement and the support needed for students to succeed. An analytical text-based writing assessment was administered to students across four levels of composition courses at a California community college. Differences in student writing scores between course levels and the relationship between writing score, course level, and high school GPA were examined. Key findings include (1) significant differences in average scores between the first precollegiate course and other courses in the sequence and (2) weak relationships between course level and high school GPA and assessment scores and high school GPA.

Journal
Teaching English in the Two-Year College
Published
2019-03-01
DOI
10.58680/tetyc201930156
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Closed
Topics
writing pedagogy curriculum design two-year college assessment
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Citation Context

Cited by in this index (1)

  1. Nazzal et al. (2020)
    Feature: Differences in Academic Writing across Four Levels of Community Colleg…
    Teaching English in the Two-Year College

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