During the past decade, much reform has taken place within reading and writing developmental education at community colleges. One area of reform has focused on reducing the number of developmental education credits taken while accelerating the students’ literacy growth. This article describes a pilot project where, instead of taking a developmental education reading and writing course, the students co-enrolled in a zero-credit social sciences skills lab and at least one college-level gateway course. The lab focuses on reading and writing in the disciplines. Using classroom examples, the article also outlines the pedagogical approaches used in the lab. This 2018–19 pilot was characterized as promising, using prescribed institutional success metrics; as a result, version 2.0 will be implemented for 2021–22.
Contextualizing Instruction for Struggling Writers
Lisa Nienkark is professor of reading in the Integrated English Department at Lansing Community College, where she currently teaches integrated reading and writing courses. She has more than thirty years of teaching experience at postsecondary institutions in the United States and abroad.
Lisa Nienkark; Contextualizing Instruction for Struggling Writers. Pedagogy 1 January 2021; 21 (1): 170–178. doi: https://doi.org/10.1215/15314200-8692771
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