The college-readiness gap is well-documented and gravely concerning. Here is our collection of resources to help understand the problem.
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Shulock, Nancy, and Patrick M. Callan. “Beyond the rhetoric: Improving college readiness through coherent state policy.” National Center for Public Policy and Higher Education (2010).
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Spellings, Margaret. “A test of leadership.” Retrieved January 10 (2006): 2008.
Tsui, Lisa, and Eleanor Gao. “The efficacy of seminar courses.” Journal of College Student Retention: Research, Theory & Practice 8.2 (2006): 149-170.
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Venezia, Andrea, Michael Kirst, and Anthony Antonio. “Betraying the college dream.” The Bridge Project Stanford Institute for Higher Education (2003): 2-12.
Venezia, Andrea, and Michael Kirst. “Disconnect by Design: College Readiness Efforts Still Hampered by Divided K–12 and Higher Education Systems.” Shaping Education Policy. Routledge, 2017. 197-217.
Venezia, Andrea, and Daniel Voloch. “Using college placement exams as early signals of college readiness: An examination of California’s Early Assessment Program and New York’s At Home in College program.” New Directions for Higher Education 2012.158 (2012): 71-79.
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Behizadeh, Nadia. “Adolescent Perspectives on Authentic Writing Instruction.” Journal of Language and Literacy Education 10.1 (2014a): 27-44.
Behizadeh, Nadia. “Mitigating the dangers of a single story: Creating large-scale writing assessments aligned with sociocultural theory.” Educational Researcher 43.3 (2014b): 125-136.
Berlin, James A. Rhetoric and reality: Writing instruction in American colleges, 1900-1985. SIU Press, 1987.
Binkley, Roberta, and Marissa Smith. “Re-Composing Space: Composition’s Rhetorical Geography.” Composition Forum. Vol. 15. Association of Teachers of Advanced Composition, 2006.
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Coker, David, and William Lewis. “Beyond writing next: A discussion of writing research and instructional uncertainty.” Harvard Educational Review 78.1 (2008): 231-251.
Condon, William, and Diane Kelly-Riley. “Assessing and teaching what we value: The relationship between college-level writing and critical thinking abilities.” Assessing Writing 9.1 (2004): 56-75.
Council of Writing Program Administrators, National Council of Teachers of English, National Writing Project. “Framework for Success in Postsecondary Writing.” (2011).
Denecker, Christine. “Transitioning writers across the composition threshold: What we can learn from dual enrollment partnerships.” Composition Studies (2013): 27-50.
Duncheon, Julia C., and William G. Tierney. “Examining college writing readiness.” The Educational Forum. Vol. 78. No. 3. Routledge, 2014.
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Faigley, Lester. “Nonacademic writing: The social perspective.” Writing in nonacademic settings (1985): 231-248.
Fallahi, Carolyn R. “Improving the Writing Skills of College Students.” Writing: A mosaic of new perspectives (2012): 209.
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Fowler, R. “On critical linguistics.” In C. Caldas-Coulthard & M. Coulthard (Eds.), Texts and practices: Readings in critical discourse analysis. London, UK: Routledge. 1996
Gilbert, Michael A. Coalescent argumentation. Routledge, 2013.
Graham, Steve. “It all starts here: Fixing our national writing crisis from the foundation.” Sapperstein Associates, Columbus, Ohio (2013).
Graham, Steve, and Karen R. Harris. “Strategy instruction and the teaching of writing.” Handbook of writing research (2006): 187-207.
Graham, Steve, and Karen R. Harris. “The role of self-regulation and transcription skills in writing and writing development.” Educational psychologist 35.1 (2000): 3-12.
Graham, Steve, and Dolores Perin. “Writing next-effective strategies to improve writing of adolescents in middle and high schools.” (2007a).
Graham, Steve, and Dolores Perin. “A meta-analysis of writing instruction for adolescent students.” (2007b): 445.
Graham, Steve, Shirley S. Schwartz, and Charles A. MacArthur. “Knowledge of writing and the composing process, attitude toward writing, and self-efficacy for students with and without learning disabilities.” Journal of learning disabilities 26.4 (1993): 237-249.
Graham, Steve, et al. “Teaching writing to middle school students: A national survey.” Reading and Writing 27.6 (2014): 1015-1042.
Harris, Karen R. Making the writing process work: Strategies for composition and self-regulation. Brookline Books, 1996.
Harrington, Susanmarie, et al. “WPA outcomes statement for first-year composition.” College English 63.3 (2001): 321-325. Version 3.0 adopted 2014.
Hassel, Holly, and Joanne Baird Giordano. “Occupy writing studies: Rethinking college composition for the needs of the teaching majority.” College Composition and Communication (2013): 117-139.
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Hayes, John R. “Identifying the organization of writing process.” Cognitive processes in writing(1980): 3-30.
Hyland, Ken. “Genre-based pedagogies: A social response to process.” Journal of second language writing 12.1 (2003): 17-29.
Hyland, Ken. Teaching and researching writing. Routledge, 2015.
Isaacson, Mary M., and Stephen Gleason. “Using the new basals to teach the writing process: Modifications for students with learning problems.” Reading & Writing Quarterly 17.1 (2001): 75-92.
Kellogg, Ronald T. “Training writing skills: A cognitive developmental perspective.” Journal of writing research 1.1 (2008).
Kent, Thomas, ed. Post-process theory: Beyond the writing-process paradigm. SIU Press, 1999.
Kiuhara, Sharlene A., Steve Graham, and Leanne S. Hawken. “Teaching writing to high school students: A national survey.” Journal of Educational Psychology 101.1 (2009): 136.
Limpo, Teresa, and Rui A. Alves. “Relating Beliefs in Writing Skill Malleability to Writing Performance: The Mediating Roles of Achievement Goals and Self-Efficacy.” Journal of Writing Research 9.2 (2017): 97-125.
Lunsford, Karen J. “Contextualizing Toulmin’s model in the writing classroom: A case study.” Written Communication 19.1 (2002): 109-174.
MacArthur, Charles A., and Zoi A. Philippakos. “Self-regulated strategy instruction in developmental writing: A design research project.” Community College Review 41.2 (2013): 176-195.
Marlink, Jayne, and Juliet Wahleithner. “Improving students’ academic writing: Building a bridge to success.” Berkeley, CA: California Writing Project (2011).
McLeod, Susan H. “Writing across the curriculum: The second stage, and beyond.” College Composition and Communication 40.3 (1989): 337-343.
McComiskey, Bruce. “Teaching composition as a social process.” (2000).
Melzer, Dan. “Writing assignments across the curriculum: A national study of college writing.” College Composition and Communication 61.2 (2009): W240.
National Commission on Writing. “The neglected R: The need for a writing revolution.” (2003)
Pajares, Frank. “Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature.” Reading & Writing Quarterly 19.2 (2003): 139-158.
Paz, Susan De La. “Managing cognitive demands for writing: Comparing the effects of instructional components in strategy instruction.” Reading & Writing Quarterly 23.3 (2007): 249-266.
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