Examining College Writing Readiness
Examining College Writing Readiness
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检查大学写作准备情况
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
W. Tierney
中科院分区：
文献类型：
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作者：
Julia C. Duncheon;W. Tierney
增加高等教育机会在很大程度上取决于提高代表性不足的学生的写作能力，或大学写作准备。然而，究竟什么是大学水平的写作并不明确，这使提高二级准备的努力变得复杂。这篇文章考察了最近对高等教育写作的定义，表明现有的定义和评估绝大多数集中在认知技能上。从社会文化理论出发，作者主张拓宽大学水平写作的概念，考虑社会、文化和制度背景的作用。
Abstract Increasing postsecondary access depends in large part on enhancing underrepresented students’ writing ability, or college writing readiness. However, what exactly constitutes college-level writing is not clear-cut, complicating efforts to improve secondary preparation. This article examines recent efforts to define postsecondary writing, suggesting that existing definitions and assessments overwhelmingly focus on cognitive skills. Drawing from sociocultural theory, the authors advocate for broadening conceptions of college-level writing to consider the role of social, cultural, and institutional contexts.