Poster Paper: Differences in Text-Based Analytical Writing across Four Levels of Community College Composition Courses

Friday, March 9, 2018
Burkle Lobby, First Floor (Burkle Family Building at Claremont Graduate University)

*Names in bold indicate Presenter

Jane S. Nazzal, University of California, Irvine

Writing is a critical lifelong skill that can impact students’ academic and

economic trajectories, particularly for those who are underprepared. Despite

national efforts to accelerate underprepared community college students through

the composition sequence to transfer-level courses, it is not known whether these

efforts provide students with the instruction and support needed to succeed. In this

preliminary study, a writing assessment was administered to students in four

levels of composition courses. Papers were analyzed across levels and compared

with the writing of secondary students on the same assessment. Four features of

high-scoring papers were identified. Further analysis may suggest direction for

targeted instruction at both the college and secondary levels.