Research & Resources

The “college-readiness gap” is a well-documented, gravely concerning, and long-standing issue in education. On this page I’ve curated a collection of research & resources to help everyone involved in the critical transition between high school and college academics better understand the problem (and potential solutions)—in particular as the readiness gap relates to student writing ability.

Writing Gap 101

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Research Hub

Writing

Achieve, “Rising to the Challenge: Are High School Students Prepared for College and Work? Key findings
from surveys among recent high school graduates.” (2014).

Attewell, Paul, and Thurston Domina. “Raising the bar: Curricular intensity and academic performance.”
Educational Evaluation and Policy Analysis 30.1 (2008): 51-71.

Attewell, Paul, Scott Heil, and Liza Reisel. “What is academic momentum? And does it matter?.” Educational
Evaluation and Policy Analysis 34.1 (2012): 27-44.

Barry, Mary Nguyen, and Michael Dannenberg. “Out of pocket: The high cost of inadequate high schools and high school student achievement on college affordability.” Education Reform Now (2016).

Briggs, Derek C. “Preparation for College Admission Exams. 2009 NACAC Discussion Paper.” National Association for College Admission Counseling (2009)

Chen, Xianglei. “Remedial Coursetaking at US Public 2-and 4-Year Institutions: Scope, Experiences, and Outcomes. Statistical Analysis Report. NCES 2016-405.” National Center for Education Statistics (2016).

Conley, David T. Understanding University Success. A Report from Standards for Success. Center for Educational Policy Research, 2003.

Conley, David T. “Redefining College Readiness.” Educational Policy Improvement Center (NJ1) (2007).

Conley, David T. College knowledge: What it really takes for students to succeed and what we can do to get them ready. John Wiley & Sons (2008a).

Conley, David T. “Rethinking college readiness.” New directions for higher education 2008.144 (2008b): 3-13.

Conley, David T., et al. “Reaching the Goal: The Applicability and Importance of the Common Core State Standards to College and Career Readiness.” Educational Policy Improvement Center (NJ1) (2011).

ConnectEd: The California Center for College and Career. “College and Career Readiness: What Do We Mean? A Proposed Framework.” 2012.

Ezarik, M. “The road not traveled.” District Administration 39.10 (2003): 34-38.

Greenwald, E., et al. “National assessment of educational progress: 1998 report card for the nation and the states.” Washington, DC: US Department of Education (1999).

Hoppe, Kerri E. “Postsecondary writing: First-year students’ perceptions of college writing preparedness.” (2014).

Howell, Jessica S., Michal Kurlaender, and Eric Grodsky. “Postsecondary preparation and remediation: Examining the effect of the Early Assessment Program at California State University.” Journal of Policy Analysis and Management 29.4 (2010): 726-748.

Jackson, Jacob, and Michal Kurlaender. “College readiness and college completion at broad access four-year institutions.” American Behavioral Scientist 58.8 (2014): 947-971.

Jimenez, Laura, and Scott Sargrad. “Are High School Diplomas Really a Ticket to College and Work? An Audit of State High School Graduation Requirements.” Center for American Progress. Posted April 2, 2018.

Kirst, Michael W., and Kathy R. Bracco. “Bridging the great divide: How the K-12 and postsecondary split hurts students, and what can be done about it.” From high school to college: Improving opportunities for success in postsecondary education (2004): 1-30.

Long, Bridget T., and Angela Boatman. “The role of remedial and developmental courses in access and persistence.” The state of college access and completion: Improving college success for students from underrepresented groups 1 (2013): 1-24.

Long, Mark C., Dylan Conger, and Patrice Iatarola. “Effects of high school course-taking on secondary and postsecondary success.” American Educational Research Journal 49.2 (2012): 285-322.

Nagaoka, Jenny, et al. “Readiness for College: The Role of Noncognitive Factors and Context.” Voices in Urban Education 38 (2013): 45-52.

National Center for Education Statistics, “The Nation’s Report Card: Writing: 2011, National Assessment of Educational Progress at Grades 8 and 12.” (2012).

National Center for Education Statistics, “Digest of Education Statistics.” Table 326.10. (2016). 

NCHEMS Information Center for Higher Education Policymaking and Analysis. “Graduation Rates.” (2016).

Perna, Laura W., and Michael Armijo. “The persistence of unaligned K–12 and higher education systems: Why have statewide alignment efforts been ineffective?.” The ANNALS of the American Academy of Political and Social Science 655.1 (2014): 16-35.

Persky, Hilary R., Mary C. Daane, and Ying Jin. “The Nation’s Report Card: Writing, 2002.” (2003).

Rippner, Jennifer A. “State P-20 councils and collaboration between K-12 and higher education.” Educational Policy 31.1 (2017): 3-38.

Salahu-Din, D., H. Persky, and J. Miller. “The Nation’s Report Card [TM]: Writing 2007. National Assessment of Educational Progress at Grades 8 and 12. National, State, and Trial Urban District Results. NCES 2008-468.” National Center for Education Statistics (2008).

Shapiro, Doug, et al. “Completing college: A national view of student attainment rates–Fall 2011 cohort.” National Student Clearinghouse Research Center. Signature Report 14 (2017).

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).

Snyder, Thomas D., and Sally A. Dillow. Digest of education statistics 2011. National Center for Education Statistics (2012).

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.

Venezia, Andrea, and Laura Jaeger. “Transitions from high school to college.” The Future of Children 23.1 (2013): 117-136.

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.

Wyatt, Jeffrey N., et al. “The Development of an Index of Academic Rigor for College Readiness. Research Report No. 2011-11.” College Board (2012).

College Readiness

Applebee, Arthur N., and Judith A. Langer. “The State of Writing Instruction in America’s Schools: What Existing Data Tell Us.” Center on English Learning & Achievement (NJ3) (2006).

Applebee, Arthur, and Judith Langer. “The national study of writing instruction: Methods and procedures.” Albany, NY: Center on English Learning & Achievement. Retrieved December 27 (2011).

Applebee, Arthur N., Fran Lehr, and Anne Auten. “Learning to write in the secondary school: How and where.” The English Journal 70.5 (1981): 78-82.

Bangert-Drowns, Robert L., Marlene M. Hurley, and Barbara Wilkinson. “The effects of school-based writing-to-learn interventions on academic achievement: A meta-analysis.” Review of educational research 74.1 (2004): 29-58.

Bartholomae, David. “Writing with teachers: A conversation with Peter Elbow.” College Composition and Communication 46.1 (1995): 62-71.

Bazerman, Charles. Shaping written knowledge: The genre and activity of the experimental article in science. Vol. 356. Madison: University of Wisconsin Press, 1988.

Bazerman, Charles, and Paul Prior. “Participating in emergent socio-literate worlds: Genre, disciplinarity, interdisciplinarity.” Multidisciplinary perspectives on literacy research 2 (2005): 133-178.

Beaufort, Anne. “Developmental gains of a history major: A case for building a theory of disciplinary writing expertise.” Research in the Teaching of English (2004): 136-185.

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.

Bloom, Lynn Z. “The great paradigm shift and its legacy for the twenty-first century.” Composition studies in the new millennium: Rereading the past, rewriting the future (2003): 31-47.

Bizzell, Patricia. “Composing processes: An overview.” The teaching of writing (1986): 49-70.

Bridge, Connie A., Margaret Compton-Hall, and Susan Chambers Cantrell. “Classroom writing practices revisited: The effects of statewide reform on writing instruction.” The Elementary School Journal 98.2 (1997): 151-170.

Bridgeman, Brent, and Sybil B. Carlson. “Survey of academic writing tasks.” Written Communication 1.2 (1984): 247-280.

Brockman, Elizabeth, et al. “What do professors really say about college writing?.” English Journal(2011): 75-81.

Carter, Michael. “Ways of knowing, doing, and writing in the disciplines.” College composition and communication (2007): 385-418.

Cohen, Moshe, and Margaret Riel. “The effect of distant audiences on students’ writing.” American Educational Research Journal 26.2 (1989): 143-159.

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.

Englert, Carol Sue, et al. “Students’ metacognitive knowledge about how to write informational texts.” Learning Disability Quarterly 11.1 (1988): 18-46.

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.

Flower, Linda, and John R. Hayes. “A cognitive process theory of writing.” College composition and communication 32.4 (1981): 365-387.

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.

Haswell, Richard H. “Teaching of writing in higher education.” Handbook of research on writing: History, society, school, individual, text (2008): 331-346.

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.

Perin, Dolores. “Best practices in teaching writing for college and career readiness.” Best practices in writing instruction (2013): 48-72.

Perin, Dolores, et al. “Text-based writing of low-skilled postsecondary students: relation to comprehension, self-efficacy and teacher judgments.” Reading and Writing 30.4 (2017): 887-915.

Prior, Paul. “A sociocultural theory of writing.” Handbook of writing research (2006): 54-66.

Read, Sylvia, and Melanie M. Landon-Hays. “The knowing/doing gap: Challenges of effective writing instruction in high school.” Teaching/Writing: The Journal of Writing Teacher Education 2.2 (2013): 3.

Rottenberg, Annette T., and Donna Haisty Winchell. Elements of argument: A text and reader. Macmillan, 2011.

Rowlands, Kathleen Dudden. “Slay the monster! Replacing form-first pedagogy with effective writing instruction.” English Journal 105.6 (2016): 52.

Santangelo, Tanya, Karen R. Harris, and Steve Graham. “Using self-regulated strategy development to support students who have “trubol giting thangs into werds”.” Remedial and special education 29.2 (2008): 78-89.

Santelises, Sonja, & Joan Dabrowski. “Checking In: Do Classroom Assignments Reflect Today’s Higher Standards?” Equity in Motion Series. The Education Trust. Sept. 2015.

Scherff, Lisa, and Carolyn Piazza. “The more things change, the more they stay the same: A survey of high school students’ writing experiences.” Research in the Teaching of English (2005): 271-304.

Sperling, Melanie, and Anne DiPardo. “English education research and classroom practice: New directions for new times.” Review of research in education 32.1 (2008): 62-108.

Sperling, Melanie, and Sarah Warshauer Freedman. “Research on writing.” Handbook of research on teaching 4 (2001): 370-389.

Sullivan, Patrick, and Howard B. Tinberg. What is “college-level” writing?. Natl Council of Teachers, 2006.

Sullivan, Patrick, Howard B. Tinberg, and Sheridan D. Blau, eds. What is “college-level writing?”: Assignments, Readings, and Student Writing Samples. National Council of Teachers of English, 2010.

Thaiss, Chris, and Terry Myers Zawacki. “Engaged writers dynamic disciplines.” Engaged writers dynamic disciplines (2006).

Toulmin, Stephen Edelston, Richard D. Rieke, and Allan Janik. An introduction to reasoning. Macmillan, 1984.

Trimbur, John. “Taking the social turn: Teaching writing post-process.” (1994): 108-118.

Troia, Gary A. “Research in writing instruction: What we know and what we need to know.” Shaping literacy achievement: Research we have, research we need (2007): 129-156.

Troia, Gary A., and Natalie G. Olinghouse. “The Common Core State Standards and evidence-based educational practices: The case of writing.” School Psychology Review 42.3 (2013): 343.

Troia, Gary A., et al. “The Common Core Writing Standards: A Descriptive Study of Content and Alignment with a Sample of Former State Standards.” Reading Horizons 55.3 (2016): 98-141.

Yancey, Kathleen Blake. “A call to support 21st century writing.” Writing in the 21st Century: A Report from the National Council of Teachers of English. Urbana: NCTE (2009): 1-9.

Zimmerman, Barry J., and Rafael Risemberg. “Becoming a self-regulated writer: A social cognitive perspective.” Contemporary educational psychology 22.1 (1997): 73-101.

Learning

Adelman, Clifford. “The toolbox revisited: Paths to degree completion from high school through college.” US Department of Education (2006).

Amrein, Audrey L., and D. Berliner. “Student Motivation and Learning.” NJ USA: HW Wilson Co (2003).

Association of American Colleges, and National Leadership Council (US). College learning for the new global century: A report from the national leadership council for liberal education & America’s promise. Assn of Amer Colleges, 2007.

Au, Kathryn H. “A multicultural perspective on policies for improving literacy achievement: Equity and excellence.” (2000).

Bettinger, Eric P., Angela Boatman, and Bridget Terry Long. “Student supports: Developmental education and other academic programs.” The Future of Children 23.1 (2013): 93-115.

Cazden, Courtney B. “The language of teaching and learning.” The language of teaching and learning (2001): 348-369.

Conley, D. T., et al. “College Board Advanced Placement best practices course study report.” (2006).

Durlak, Joseph A., ed. Handbook of social and emotional learning: Research and practice. Guilford Publications, 2015.

Gee, James Paul. “Reading as situated language: A sociocognitive perspective.” Journal of adolescent & adult Literacy 44.8 (2001): 714-725.

Gutiérrez, Kris D., P. Zitlali Morales, and Danny C. Martinez. “Re-mediating literacy: Culture, difference, and learning for students from nondominant communities.” Review of research in education 33.1 (2009): 212-245.

Heath, Shirley Brice. Ways with words: Language, life and work in communities and classrooms. cambridge university Press, 1983.

Kober, Nancy, and Diane Stark Rentner. “Common Core State Standards: Progress and Challenges in School Districts’ Implementation.” Center on Education Policy (2011).

Lee, Jin Sook, and Kate T. Anderson. “Negotiating linguistic and cultural identities: Theorizing and constructing opportunities and risks in education.” Review of Research in Education 33.1 (2009): 181-211.

Mehan, Hugh. “‘What time is it, Denise?”: Asking known information questions in classroom discourse.” Theory into practice 18.4 (1979): 285-294.

Mintrop, Heinrich, and Gail L. Sunderman. “Predictable failure of federal sanctions-driven accountability for school improvement—and why we may retain it anyway.” Educational Researcher 38.5 (2009): 353-364.

Mo, Ya, et al. “The neglected ‘R’ in a time of Common Core.” The Reading Teacher 67.6 (2014): 445-453. 

Palincsar, Annemarie Sullivan, and Laura Klenk. “Examining and influencing contexts for intentional literacy learning.” Teaching thinking: An agenda for the twenty-first century (1992): 297-315.

Perry, Kristen H. “What Is Literacy?–A Critical Overview of Sociocultural Perspectives.” Journal of Language and Literacy Education 8.1 (2012): 50-71.

Purcell-Gates, V., and R. Tierney. “Public policy brief: Increasing literacy levels of Canadian students.” Retrieved February 21 (2009): 2010.

Ravitch, Diane. “The Common Core Costs Billions and Hurts Students.” The New York Times. July 23, 2016.

Assessment

Au, Wayne. “High-stakes testing and curricular control: A qualitative metasynthesis.” Educational researcher 36.5 (2007): 258-267.

Au, Wayne, and Karen Gourd. “Asinine assessment: Why high-stakes testing is bad for everyone, including English teachers.” English Journal (2013): 14-19.

Beck, Sarah W., and Jill V. Jeffery. “Genres of high-stakes writing assessments and the construct of writing competence.” Assessing writing 12.1 (2007): 60-79.

Behizadeh, Nadia, and George Engelhard Jr. “Historical view of the influences of measurement and writing theories on the practice of writing assessment in the United States.” Assessing writing 16.3 (2011): 189-211.

Behizadeh, Nadia, and Tom Liam Lynch. “Righting Technologies: How Large-Scale Assessment Can Foster a More Equitable Education System.” Berkeley Review of Education 7.1 (2017).

Behizadeh, Nadia, and Myoung Eun Pang. “Awaiting a new wave: The status of state writing assessment in the United States.” Assessing Writing 29 (2016): 25-41.

Bennett, Randy Elliot. “The changing nature of educational assessment.” Review of Research in Education 39.1 (2015): 370-407.

Brown, Richard S., and David T. Conley. “Comparing state high school assessments to standards for success in entry-level university courses.” Lawrence Erlbaum Associates, Inc. 12.2 (2007): 137-160.

Conley, David. “A new era for educational assessment.” Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas 23 (2015).

Hamp-Lyons, Liz. “The scope of writing assessment.” Assessing writing 8.1 (2002): 5-16.

Herrington, Anne, and Charles Moran. “Writing to a machine is not writing at all.” Writing assessment in the 21st century: Essays in honor of Edward M. White (2012): 219-232.

Hillocks, George. The testing trap: How state writing assessments control learning. Teachers College Press, 2002.

Jeffery, Jill V. “Constructs of writing proficiency in US state and national writing assessments: Exploring variability.” Assessing Writing 14.1 (2009): 3-24.

Ketter, Jean, and Jonelle Pool. “Exploring the impact of a high-stakes direct writing assessment in two high school classrooms.” Research in the Teaching of English (2001): 344-393.

Madaus, George. “A technological and historical consideration of equity issues associated with proposals to change the nation’s testing policy.” Harvard Educational Review 64.1 (1994): 76-96.

Moss, Pamela A., et al., eds. Assessment, equity, and opportunity to learn. Cambridge University Press, 2008.

National Council of Teachers of English. “NCTE position statement on machine scoring: Machine scoring fails the test.” (2013). 

Nichols, Sharon L., and D. Berliner. “Collateral damage.” How High-Stakes Testing Corrupts America’s Schools. Cambridge, Mass (2007).

Sparks, Jesse R., et al. “Assessing written communication in higher education: Review and recommendations for next‐generation assessment.” ETS Research Report Series 2014.2 (2014): 1-52.

Watanabe, Maika. “Displaced teacher and state priorities in a high-stakes accountability context.” Educational Policy 21.2 (2007): 311-368.

Too Many Students Are Not Prepared to Succeed in College

73%

OF STUDENTS ENTERING COLLEGE ARE NOT PREPARED

25%

OF STUDENTS ENTERING COLLEGE MUST TAKE REMEDIAL COURSES TO CATCH UP

60%

OF COLLEGE STUDENTS ACTUALLY GRADUATE

$1.5 Bil

COST OF REMEDIATION TO STUDENTS & FAMILIES ANNUALLY

Helping You Create a Bridge Between High School and College Writing for Your Students

Primarily short responses and worksheets: “writing without composing”

Multiple-page source-based compositions: reports, essays, position papers, reviews

Formulaic structures, such as the 5-paragraph essay and 11-sentence paragraph

Structure determined by student author according to needs of their project, formulas are avoided

Students write to standardized topics and prompts

Students discover topics and explore issues that they care about

Students’ cultural identity, background, and experience are off limits in academic writing

Students’ cultural identity, background, and experience are important resources that they bring to their academic writing

Evidence-centered persuasive essays are not emphasized

Evidence-centered persuasive essays are the primary type of writing required

The primary purpose of writing is to demonstrate language skills

The primary purpose of writing is to demonstrate critical thinking skills

For more information about the college-ready writinggap, its causes and solutions, please check out my White Paper.

Get Started With My free College-Ready Writer Checklist!

Find out which key skills make a writer college-ready—and what your high schooler(s) must master BEFORE arriving at college.

College-Ready Writing Essentials goes beyond the mechanics to help students understand such things as the expectations for college-level writing, the importance of critical thinking, how to express their own ideas based on information and research, how to present arguments, the importance of taking into consideration what a course instructor will be looking for, and how to work with peers…College-Ready Writing Essentials offers [high schoolers and homeschoolers] who are unable to participate in a college-prep level writing class, the opportunity to receive excellent instruction…I highly recommend.

Cathy Duffy

There are so many amazing resources within this very thorough course. For any student (or adult) who is looking to strengthen their skills in writing and research, this is definitely a wonderful resource…College-Ready Writing Essentials doesn’t just teach writing but also an understanding of how each part of an essay works…We aren’t just tossing words and phrases around. It’s so much deeper than that.

Jennifer King
A Peace of Mind

The unique beauty of College-Ready Writing Essentials is in its approach. There are no assignments like, ‘Write a 1,000 word persuasive essay on (insert boring subject student doesn’t care about here).’ …I highly and wholeheartedly recommend College-Ready Writing Essentials for high school writing. You will find it easy to follow, enjoyable for the student, and helpful in understanding the quality and expectation necessary for college writing success.

Shannan Swindler
Captivating Compass

If you are seeking a well-researched program to help your student learn the academic skills needed beyond high school, College-Ready Writing Essentials is an excellent program. The level of detail is spot on for each step of the writing process.

Laura O'Neill
Day by Day in Our World

I was low-key ready to give you a co-teaching credit for as much as I leaned into your work. Five Stars. Extremely satisfied.

Matt B.
Teachers Pay Teachers

I cannot stress enough how helpful Dr. Bryant’s personal feedback was for A. If you are like me, it can be hard to help guide and teach your child/student through the complete process of writing and give feedback. Having Dr. Bryant’s feedback really completed the program for me as it gave A. ideas and suggestions for improving her personal writing. This was so valuable!

Kathryn Cummins
Cummins Life

I truly do believe this course is worth every penny.

Nicole Cole
Some Call It Natural

Having taught HS English and then a college freshman writing class, I saw the vast difference (and lack) of writing abilities from students coming from several different states. I would say 1 out of 30 had skills that only needed honing. I would highly recommend parents and schools getting on board with College-Ready Writing Essentials—college is an investment and this is a great way to protect the investment you are about to make.

Christine Mitcheltree
Curriculum and Instruction Support Specialist, Central Susquehanna Intermediate Unit 16

College-Ready Writing Essentials provided me with multiple new challenges I hadn’t seen in previous English courses, but I was able to use each of these challenges to further my abilities in the subject. I believe that the most important things I learned from this course are as follows: First, I learned what makes an argument effective. This allows me to make my own arguments much more substantial. Second, I learned that an argumentative essay doesn’t necessarily need to follow a certain layout. Third, I learned how to convey my thoughts to my peers in a professional, respectful manner. The multiple peer reviews helped me to accomplish this. I believe that these lessons will be my biggest take-aways from this year, and they are what I will most likely be using the most in the future. I would like to thank you for all your help.

Phillip N.
Student

Homeschool moms want curriculum that can be used independently by their students without much help, especially at the high school levels. College-Ready Writing Essentials delivers exactly that—top-notch instruction without any hassle for mom.

Abby Banks
Making Room 4 One More

If you are seeking a well-researched program to help your student learn the academic skills needed beyond high school, College-Ready Writing Essentials is an excellent program. The level of detail is spot on for each step of the writing process.

Laura O'Neill
Day by Day in Our World

Before taking this class, I had already done a good amount of work with rhetorical analysis in my AP English Language and AP English Literature and Composition classes in junior and senior year of high school respectively…but I remember being afraid I’d never really understand rhetorical analysis. I feel College-Ready Writing Essentials has benefited me greatly, as I can now confidently define, describe, and use examples of some key concepts like Ethos, Logos and Pathos when speaking to other people (something that was certainly missing from my prior experiences!).

August V.
Student

Having taught HS English and then a college freshman writing class, I saw the vast difference (and lack) of writing abilities from students coming from several different states. I would say 1 out of 30 had skills that only needed honing. I would highly recommend parents and schools getting on board with College-Ready Writing Essentials—college is an investment and this is a great way to protect the investment you are about to make.

Christine Mitcheltree
Curriculum and Instruction Support Specialist, Central Susquehanna Intermediate Unit 16

The unique beauty of College-Ready Writing Essentials is in its approach. There are no assignments like, ‘Write a 1,000 word persuasive essay on (insert boring subject student doesn’t care about here).’ …I highly and wholeheartedly recommend College-Ready Writing Essentials for high school writing. You will find it easy to follow, enjoyable for the student, and helpful in understanding the quality and expectation necessary for college writing success.

Shannan Swindler
Captivating Compass

College-Ready Writing Essentials has helped me envision how exactly I will communicate and persuade my audience in the future, whether it be in classes or at a company. I may be presenting to a potential customer for a future employer, or I might be writing an important document for those positioned above me. Regardless of what exactly my work is, being a valuable employee will require an extensive amount of good communication. This course has helped me gain confidence and a significant amount of knowledge to help.

McKenna P.
Student

I appreciate the dedication and effort Dr. Bryant put into his students, as well as the curriculum—[College-Ready Writing Essentials]—that he created himself. This was a very valuable experience for me.

Luca M.
Student

College-Ready Writing Essentials has given me the tools, from the initial brainstorming phase, to the actual writing stage, that I needed as an academic writer. It was like a teacher taking you by the hand, through each step of the writing process, and allowing your writing potential to unfold. My feedback-peers have noticed an improvement in my writing. I’ve become more calm when approaching my writing process, and more clear with regards to choosing my topics. I highly recommend taking Dr. Bryant’s program. It will boost your self-confidence.”

Fatima A.
Student

College-Ready Writing Essentials has taught me that persuasion is not just what you write, but how you write it. You must adapt your writing technique to your audience to optimize your reach and rhetoric—by implementing different tones, language, styles, attitudes and examples of Logos, Pathos and Ethos. Perhaps I could use this newfound knowledge to persuade my future employer to improve working conditions for example, or perhaps when convincing colleagues to vote or petition for a change in the workplace. Thank you, Dr. Bryant, for putting in the level of effort that you did. I appreciate it very much.

William W.
Student

One of the most valuable aspects of College-Ready Writing Essentials was the focus on the writing process. I appreciated the emphasis on prewriting and brainstorming, as well as the importance of revision and editing. By going through the various stages of writing, I was able to produce more thoughtful and well-organized essays…and I felt more confident in my writing abilities overall. I also appreciated the feedback I received on my writing from Dr. Bryant and my peers, which helped me to identify my strengths and weaknesses and improve my work.

Lisa P.
Student

I feel that the resources provided in College-Ready Writing Essentials were high quality and educated all of us as students about literacy very effectively. I liked the lessons as they weren’t too long and the assignments gave us a good look at how we were supposed to be doing it. College-Ready Writing Essentials was helpful for me to formulate my essay because it really broke down the writing process and I got to see exactly how every step along the way was executed with quality. I don’t think that I have ever had a lesson on how to write an essay in such detail as this one.

Christian J.
Student

The most important lessons I learned from College-Ready Writing Essentials were how to put together an academically persuasive essay, how to properly research a topic, and how to use the material I gathered to structure an essay. I also learned that using good ethos, logos and pathos will help me to connect and persuade my audience. These elements can lend to my trustworthiness as the audience reads my essays. I will use these lessons in the future… for research findings, cover letters, and essays or presentations. These lessons will help me communicate to my audience so that they will understand me and take me seriously.

Gunnar S.
Student

Dr. Bryant’s course, College-Ready Writing Essentials, was extremely helpful, and allowed me to get a much better idea of where my strengths and weaknesses are in writing. I greatly appreciated the encouragement and his personalized feedback.

Wynonna S.
Student

I feel that I learned a lot about writing skills while writing my essay. College-Ready Writing Essentials allowed me to pick a topic that was entirely up to me which I enjoyed a lot. It allowed me to write about something that I not only know a lot about, but something I am passionate about… I think this is the best thing to go for when writing a persuasive argument because you are trying to persuade someone of something that you actually believe, not just something you have to force yourself to believe. It makes it more realistic to implement tools such as Ethos, Logos, and Pathos and allowed me to learn how to use them properly. Overall, College-Ready Writing Essentials helped me to understand how to argue and structure my essay a lot better, and also helped me to understand the process of writing an essay from planning, research, and drafting to finalizing.

Donovan S.
Student

The thing I’m most excited about is finally seeing a change in my writing capabilities. I’ve felt for the longest time that my writing ability has been kind of stagnant even throughout high school and multiple teachers…I think I finally started to understand the steps to take in order to write at a higher level than I previously had…Coming out of high school I was always caught on the idea that there is a formula to follow in order to create a good essay and that if you stray from that formula in any way it just hurts your writing…I now realize that this is not true and it really made the essay easier to plan and carry out. I liked the way that College-Ready Writing Essentials walks you through each step of the entire process and provided examples. It really is very straightforward and almost foolproof.”

Luke S.
Student

I found this resource to be very beneficial, especially in terms of improving my research techniques and enhancing my ability to evaluate and interpret resources. Finishing College-Ready Writing Essentials was a tremendously beneficial experience that improved my writing abilities and gave me a clearer understanding of how to successfully communicate my views through writing.

Bong G.
Student

College-Ready Writing Essentials focuses on substance and understanding, not just a final writing product. This is the kind of college preparation students need most. In college, students learn to develop a broader perspective and see the bigger picture. I think College-Ready Writing Essentials is a great stepping stone to that.

Clerissa Vickery
ELA Teacher, Elbert School District #200, Colorado

Prior to taking this course I did not have the best writing skills. I was very incompetent when it came to grammar or rhetorical devices. The number one thing that College-Ready Writing Essentials has taught me is there are multiple writing styles. This allowed me to realize if I laid out the issue, gave background, and stated my perspective with evidence, then I could also persuade my audience. I do not have to copy someone else’s style or paper because my writing is good enough.

The second most important thing College-Ready Writing Essentials taught me is that writing takes time; there are so many steps that go into creating a successful paper. Prior to taking this course, my research assignments would take me maximum a week. After taking this course, I realize that all those papers were still in the development stages. In my eyes, the final essay I wrote for College-Ready Writing Essentials has been the only paper that has evolved into being a completed piece. The college readiness writing helped me understand how to develop my essays for the future. No essay is complete after the first draft; sometimes it even takes two or three revisions.

Omar M.
Student

I completed all 25 lessons in a timely manner and I am very proud of achieving that goal. College Ready Writing Essentials was really helpful; last semester I failed COM122 and I believe this was due to the professor not explaining things properly and of course being new to university, I did not seek help earlier as I should have. Dr. Bryant clearly explained and laid out what was expected for each lesson. It helped with understanding each part of the essay and working on them individually made it less overwhelming. I felt like my performance was excellent. I was able to complete all lessons and produce a clear essay.

Andon H.
Student

College-Ready Writing Essentials goes beyond the mechanics to help students understand such things as the expectations for college-level writing, the importance of critical thinking, how to express their own ideas based on information and research, how to present arguments, the importance of taking into consideration what a course instructor will be looking for, and how to work with peers…College-Ready Writing Essentials offers [high schoolers and homeschoolers] who are unable to participate in a college-prep level writing class, the opportunity to receive excellent instruction…I highly recommend.

Cathy Duffy

I thought College-Ready Writing Essentials was extremely thorough. It covered everything a student heading off to college would need to know about writing. I love the fact that we have lifetime access…If you have a student heading off to college, or if they just want to become a better writer, I highly recommend this online writing course! I promise your student will not regret it.

Monique Gilkison
Mountain of Grace Homeschooling

College-Ready Writing Essentials is an excellent intensive course that would be very suitable for a high school senior, or motivated high school junior, or for a summer preparation course for a high school graduate. It is not light or casual, but takes a serious approach to building the necessary skills for students who want to be well prepared for college academics.

Kym Thorpe
Homeschool Coffee Break

I was low-key ready to give you a co-teaching credit for as much as I leaned into your work. Five Stars. Extremely satisfied.

Matt B.
Teachers Pay Teachers

Analyzing rhetoric, quite frankly, is something that I am rather glad I received the opportunity to learn. It was not something I went over in high school, and I think that my ability to analyze arguments suffered because of that fact. Understanding the differences in ethos, pathos, and logos contributes to my own skills as a writer and a debater, due to the fact that comprehending why arguments work the way they do is instrumental to those abilities.

Maximiliano L.
Student

I have learned a lot and immensely enjoyed the topics within College-Ready Writing Essentials. I found the lessons straightforward and engaging to follow. At the beginning of my first college semester, I felt challenged with my workload, and I am proud of what I produced. Ethos, Pathos, and Logos have already begun to take an increased presence in my writing, and I have started to see the changes and benefits the lessons in this course have taught me. I can’t wait to use the information I have gathered and implement it in my future assignments and projects.

Greyson C.
Student

I would just like to say that College-Ready Writing Essentials has been one of the best English courses I have ever been enrolled in. It was much more fun and informative than anything high school provided.

Tejas D.
Student

This class opened my eyes to new possibilities.

Bradley M.
Student

Throughout College-Ready Writing Essentials I learned several important lessons about writing, including the importance of clarity, conciseness, and organization. I also learned the importance of understanding my audience and tailoring my writing to their needs and expectations. I discovered that persuasion is a crucial skill in many professional contexts and that it requires careful consideration of the audience, the message, and the context. Overall, I believe that this course has prepared me well for the challenges of professional writing. I have learned important skills and techniques that I can apply in various contexts, and I feel confident in my ability to communicate effectively with others.

Preston W.
Student

There are so many amazing resources within this very thorough course. For any student (or adult) who is looking to strengthen their skills in writing and research, this is definitely a wonderful resource…College-Ready Writing Essentials doesn’t just teach writing but also an understanding of how each part of an essay works…We aren’t just tossing words and phrases around. It’s so much deeper than that.

Jennifer King
A Peace of Mind

College-Ready Writing Essentials was a useful tool which helped me create my essay because it helped me stage the essay and approach it with a new tactic as previously, I would simply start drafting my writing. I had never used a program like College-Ready Writing Essentials before, and with its assistance, I was able to correctly organize and construct an essay that was effective in its aim, to generate a significant persuasive essay in a college-level class.

DUSHYANT S.
Student

I cannot stress enough how helpful Dr. Bryant’s personal feedback was for A. If you are like me, it can be hard to help guide and teach your child/student through the complete process of writing and give feedback. Having Dr. Bryant’s feedback really completed the program for me as it gave A. ideas and suggestions for improving her personal writing. This was so valuable!

Kathryn Cummins
Cummins Life

College-Ready Writing Essentials has been a pleasure for me, providing me with the opportunity to improve my writing and communication skills. The lessons have been incredibly beneficial and what I have learned will undoubtedly be valuable as I move forward in my academic and professional career. I appreciate the feedback Dr. Bryant provided throughout, which helped me to identify my strengths and improve my writing. Thank you for an excellent learning experience.

Katrina D.
Student

College-Ready Writing Essentials helped a lot. Without College-Ready Writing Essentials it would take longer, and I wouldn’t have been able to write thoroughly. In particular, it was beneficial to explain through examples. I spent about an hour and a half a day reading College-Ready Writing Essentials lessons daily, looking at examples, and doing assignments. I felt proud to see essay completion gradually, even though it was difficult because it was a considerable amount of understanding and doing tasks.

Junhee C.
Student

I truly do believe this course is worth every penny.

Nicole Cole
Some Call It Natural

The quality of writing I produced exceeded my own expectations. I would not be one bit embarrassed or against posting my writing in a journal… I spent hours researching, writing, and editing my writing in order to produce a piece of writing that I am proud of. I was also able to provide a helpful hand to my classmates in editing and giving advice toward a better formed piece of writing.”

Cole B.
Student

I cannot stress enough how helpful Dr. Bryant’s personal feedback was for A. If you are like me, it can be hard to help guide and teach your child/student through the complete process of writing and give feedback. Having Dr. Bryant’s feedback really completed the program for me as it gave A. ideas and suggestions for improving her personal writing. This was so valuable!

Kathryn Cummins
Cummins Life

College-Ready Writing Essentials goes beyond the mechanics to help students understand such things as the expectations for college-level writing, the importance of critical thinking, how to express their own ideas based on information and research, how to present arguments, the importance of taking into consideration what a course instructor will be looking for, and how to work with peers…College-Ready Writing Essentials offers [high schoolers and homeschoolers] who are unable to participate in a college-prep level writing class, the opportunity to receive excellent instruction…I highly recommend.

Cathy Duffy

College-Ready Writing Essentials has given me the tools, from the initial brainstorming phase, to the actual writing stage, that I needed as an academic writer. It was like a teacher taking you by the hand, through each step of the writing process, and allowing your writing potential to unfold. My feedback-peers have noticed an improvement in my writing. I’ve become more calm when approaching my writing process, and more clear with regards to choosing my topics. I highly recommend taking Dr. Bryant’s program. It will boost your self-confidence.”

Fatima A.
Student

If you are seeking a well-researched program to help your student learn the academic skills needed beyond high school, College-Ready Writing Essentials is an excellent program. The level of detail is spot on for each step of the writing process.

Laura O'Neill
Day by Day in Our World

The thing I’m most excited about is finally seeing a change in my writing capabilities. I’ve felt for the longest time that my writing ability has been kind of stagnant even throughout high school and multiple teachers…I think I finally started to understand the steps to take in order to write at a higher level than I previously had…Coming out of high school I was always caught on the idea that there is a formula to follow in order to create a good essay and that if you stray from that formula in any way it just hurts your writing…I now realize that this is not true and it really made the essay easier to plan and carry out. I liked the way that College-Ready Writing Essentials walks you through each step of the entire process and provided examples. It really is very straightforward and almost foolproof.”

Luke S.
Student

I was low-key ready to give you a co-teaching credit for as much as I leaned into your work. Five Stars. Extremely satisfied.

Matt B.
Teachers Pay Teachers

I appreciate the dedication and effort Dr. Bryant put into his students, as well as the curriculum—[College-Ready Writing Essentials]—that he created himself. This was a very valuable experience for me.

Luca M.
Student

The most important lessons I learned from College-Ready Writing Essentials were how to put together an academically persuasive essay, how to properly research a topic, and how to use the material I gathered to structure an essay. I also learned that using good ethos, logos and pathos will help me to connect and persuade my audience. These elements can lend to my trustworthiness as the audience reads my essays. I will use these lessons in the future… for research findings, cover letters, and essays or presentations. These lessons will help me communicate to my audience so that they will understand me and take me seriously.

Gunnar S.
Student

College-Ready Writing Essentials helped a lot. Without College-Ready Writing Essentials it would take longer, and I wouldn’t have been able to write thoroughly. In particular, it was beneficial to explain through examples. I spent about an hour and a half a day reading College-Ready Writing Essentials lessons daily, looking at examples, and doing assignments. I felt proud to see essay completion gradually, even though it was difficult because it was a considerable amount of understanding and doing tasks.

Junhee C.
Student

I thought College-Ready Writing Essentials was extremely thorough. It covered everything a student heading off to college would need to know about writing. I love the fact that we have lifetime access…If you have a student heading off to college, or if they just want to become a better writer, I highly recommend this online writing course! I promise your student will not regret it.

Monique Gilkison
Mountain of Grace Homeschooling

Homeschool moms want curriculum that can be used independently by their students without much help, especially at the high school levels. College-Ready Writing Essentials delivers exactly that—top-notch instruction without any hassle for mom.

Abby Banks
Making Room 4 One More

I found this resource to be very beneficial, especially in terms of improving my research techniques and enhancing my ability to evaluate and interpret resources. Finishing College-Ready Writing Essentials was a tremendously beneficial experience that improved my writing abilities and gave me a clearer understanding of how to successfully communicate my views through writing.

Bong G.
Student

Throughout College-Ready Writing Essentials I learned several important lessons about writing, including the importance of clarity, conciseness, and organization. I also learned the importance of understanding my audience and tailoring my writing to their needs and expectations. I discovered that persuasion is a crucial skill in many professional contexts and that it requires careful consideration of the audience, the message, and the context. Overall, I believe that this course has prepared me well for the challenges of professional writing. I have learned important skills and techniques that I can apply in various contexts, and I feel confident in my ability to communicate effectively with others.

Preston W.
Student

College-Ready Writing Essentials focuses on substance and understanding, not just a final writing product. This is the kind of college preparation students need most. In college, students learn to develop a broader perspective and see the bigger picture. I think College-Ready Writing Essentials is a great stepping stone to that.

Clerissa Vickery
ELA Teacher, Elbert School District #200, Colorado

The unique beauty of College-Ready Writing Essentials is in its approach. There are no assignments like, ‘Write a 1,000 word persuasive essay on (insert boring subject student doesn’t care about here).’ …I highly and wholeheartedly recommend College-Ready Writing Essentials for high school writing. You will find it easy to follow, enjoyable for the student, and helpful in understanding the quality and expectation necessary for college writing success.

Shannan Swindler
Captivating Compass

I feel that I learned a lot about writing skills while writing my essay. College-Ready Writing Essentials allowed me to pick a topic that was entirely up to me which I enjoyed a lot. It allowed me to write about something that I not only know a lot about, but something I am passionate about… I think this is the best thing to go for when writing a persuasive argument because you are trying to persuade someone of something that you actually believe, not just something you have to force yourself to believe. It makes it more realistic to implement tools such as Ethos, Logos, and Pathos and allowed me to learn how to use them properly. Overall, College-Ready Writing Essentials helped me to understand how to argue and structure my essay a lot better, and also helped me to understand the process of writing an essay from planning, research, and drafting to finalizing.

Donovan S.
Student

This class opened my eyes to new possibilities.

Bradley M.
Student

Before taking this class, I had already done a good amount of work with rhetorical analysis in my AP English Language and AP English Literature and Composition classes in junior and senior year of high school respectively…but I remember being afraid I’d never really understand rhetorical analysis. I feel College-Ready Writing Essentials has benefited me greatly, as I can now confidently define, describe, and use examples of some key concepts like Ethos, Logos and Pathos when speaking to other people (something that was certainly missing from my prior experiences!).

August V.
Student

I have learned a lot and immensely enjoyed the topics within College-Ready Writing Essentials. I found the lessons straightforward and engaging to follow. At the beginning of my first college semester, I felt challenged with my workload, and I am proud of what I produced. Ethos, Pathos, and Logos have already begun to take an increased presence in my writing, and I have started to see the changes and benefits the lessons in this course have taught me. I can’t wait to use the information I have gathered and implement it in my future assignments and projects.

Greyson C.
Student

There are so many amazing resources within this very thorough course. For any student (or adult) who is looking to strengthen their skills in writing and research, this is definitely a wonderful resource…College-Ready Writing Essentials doesn’t just teach writing but also an understanding of how each part of an essay works…We aren’t just tossing words and phrases around. It’s so much deeper than that.

Jennifer King
A Peace of Mind

Having taught HS English and then a college freshman writing class, I saw the vast difference (and lack) of writing abilities from students coming from several different states. I would say 1 out of 30 had skills that only needed honing. I would highly recommend parents and schools getting on board with College-Ready Writing Essentials—college is an investment and this is a great way to protect the investment you are about to make.

Christine Mitcheltree
Curriculum and Instruction Support Specialist, Central Susquehanna Intermediate Unit 16

Prior to taking this course I did not have the best writing skills. I was very incompetent when it came to grammar or rhetorical devices. The number one thing that College-Ready Writing Essentials has taught me is there are multiple writing styles. This allowed me to realize if I laid out the issue, gave background, and stated my perspective with evidence, then I could also persuade my audience. I do not have to copy someone else’s style or paper because my writing is good enough.

The second most important thing College-Ready Writing Essentials taught me is that writing takes time; there are so many steps that go into creating a successful paper. Prior to taking this course, my research assignments would take me maximum a week. After taking this course, I realize that all those papers were still in the development stages. In my eyes, the final essay I wrote for College-Ready Writing Essentials has been the only paper that has evolved into being a completed piece. The college readiness writing helped me understand how to develop my essays for the future. No essay is complete after the first draft; sometimes it even takes two or three revisions.

Omar M.
Student

College-Ready Writing Essentials has been a pleasure for me, providing me with the opportunity to improve my writing and communication skills. The lessons have been incredibly beneficial and what I have learned will undoubtedly be valuable as I move forward in my academic and professional career. I appreciate the feedback Dr. Bryant provided throughout, which helped me to identify my strengths and improve my writing. Thank you for an excellent learning experience.

Katrina D.
Student

One of the most valuable aspects of College-Ready Writing Essentials was the focus on the writing process. I appreciated the emphasis on prewriting and brainstorming, as well as the importance of revision and editing. By going through the various stages of writing, I was able to produce more thoughtful and well-organized essays…and I felt more confident in my writing abilities overall. I also appreciated the feedback I received on my writing from Dr. Bryant and my peers, which helped me to identify my strengths and weaknesses and improve my work.

Lisa P.
Student

Analyzing rhetoric, quite frankly, is something that I am rather glad I received the opportunity to learn. It was not something I went over in high school, and I think that my ability to analyze arguments suffered because of that fact. Understanding the differences in ethos, pathos, and logos contributes to my own skills as a writer and a debater, due to the fact that comprehending why arguments work the way they do is instrumental to those abilities.

Maximiliano L.
Student

The quality of writing I produced exceeded my own expectations. I would not be one bit embarrassed or against posting my writing in a journal… I spent hours researching, writing, and editing my writing in order to produce a piece of writing that I am proud of. I was also able to provide a helpful hand to my classmates in editing and giving advice toward a better formed piece of writing.”

Cole B.
Student

College-Ready Writing Essentials provided me with multiple new challenges I hadn’t seen in previous English courses, but I was able to use each of these challenges to further my abilities in the subject. I believe that the most important things I learned from this course are as follows: First, I learned what makes an argument effective. This allows me to make my own arguments much more substantial. Second, I learned that an argumentative essay doesn’t necessarily need to follow a certain layout. Third, I learned how to convey my thoughts to my peers in a professional, respectful manner. The multiple peer reviews helped me to accomplish this. I believe that these lessons will be my biggest take-aways from this year, and they are what I will most likely be using the most in the future. I would like to thank you for all your help.

Phillip N.
Student

I would just like to say that College-Ready Writing Essentials has been one of the best English courses I have ever been enrolled in. It was much more fun and informative than anything high school provided.

Tejas D.
Student

I completed all 25 lessons in a timely manner and I am very proud of achieving that goal. College Ready Writing Essentials was really helpful; last semester I failed COM122 and I believe this was due to the professor not explaining things properly and of course being new to university, I did not seek help earlier as I should have. Dr. Bryant clearly explained and laid out what was expected for each lesson. It helped with understanding each part of the essay and working on them individually made it less overwhelming. I felt like my performance was excellent. I was able to complete all lessons and produce a clear essay.

Andon H.
Student

I feel that the resources provided in College-Ready Writing Essentials were high quality and educated all of us as students about literacy very effectively. I liked the lessons as they weren’t too long and the assignments gave us a good look at how we were supposed to be doing it. College-Ready Writing Essentials was helpful for me to formulate my essay because it really broke down the writing process and I got to see exactly how every step along the way was executed with quality. I don’t think that I have ever had a lesson on how to write an essay in such detail as this one.

Christian J.
Student

I truly do believe this course is worth every penny.

Nicole Cole
Some Call It Natural

College-Ready Writing Essentials has taught me that persuasion is not just what you write, but how you write it. You must adapt your writing technique to your audience to optimize your reach and rhetoric—by implementing different tones, language, styles, attitudes and examples of Logos, Pathos and Ethos. Perhaps I could use this newfound knowledge to persuade my future employer to improve working conditions for example, or perhaps when convincing colleagues to vote or petition for a change in the workplace. Thank you, Dr. Bryant, for putting in the level of effort that you did. I appreciate it very much.

William W.
Student

College-Ready Writing Essentials has helped me envision how exactly I will communicate and persuade my audience in the future, whether it be in classes or at a company. I may be presenting to a potential customer for a future employer, or I might be writing an important document for those positioned above me. Regardless of what exactly my work is, being a valuable employee will require an extensive amount of good communication. This course has helped me gain confidence and a significant amount of knowledge to help.

McKenna P.
Student

Dr. Bryant’s course, College-Ready Writing Essentials, was extremely helpful, and allowed me to get a much better idea of where my strengths and weaknesses are in writing. I greatly appreciated the encouragement and his personalized feedback.

Wynonna S.
Student

College-Ready Writing Essentials was a useful tool which helped me create my essay because it helped me stage the essay and approach it with a new tactic as previously, I would simply start drafting my writing. I had never used a program like College-Ready Writing Essentials before, and with its assistance, I was able to correctly organize and construct an essay that was effective in its aim, to generate a significant persuasive essay in a college-level class.

DUSHYANT S.
Student

College-Ready Writing Essentials is an excellent intensive course that would be very suitable for a high school senior, or motivated high school junior, or for a summer preparation course for a high school graduate. It is not light or casual, but takes a serious approach to building the necessary skills for students who want to be well prepared for college academics.

Kym Thorpe
Homeschool Coffee Break