Open Daily: 10am - 10pm | Alley door pickup 10am - 7pm 3038 Hennepin Ave Minneapolis, MN
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  • Open Daily: 10am - 10pm
    Alley-side Pickup: 10am - 7pm

    3038 Hennepin Ave Minneapolis, MN
    612-822-4611

Open Daily: 10am - 10pm | Alley-side Pickup: 10am - 7pm
3038 Hennepin Ave Minneapolis, MN
612-822-4611
College Credit for Writing in High School: The Taking Care of Business

College Credit for Writing in High School: The Taking Care of Business

Hansen, Kristine
Farris, Christine R.

Paperback

General ReferenceGeneral EducationTeaching Instruction

ISBN10: 0814107222
ISBN13: 9780814107225
Publisher: National Council of Teachers of English (Ncte
Published: Mar 2 2010
Pages: 314
Weight: 1.05
Height: 0.80 Width: 6.00 Depth: 8.90
Language: English
Edited by Kristine Hansen and Christine R. Farris, this collection explores various options that students have for taking care of the first-year college writing requirement, including AP tests, concurrent enrollment/dual-credit courses, the International Baccalaureate diploma, and early college high schools.

The first-year college writing requirement is a time-honored tradition in almost every college and university in the United States. Many high school students seek to fulfill this requirement before entering college through a variety of programs, such as Advanced Placement tests, concurrent enrollment programs, the International Baccalaureate diploma, and early college high schools. The growth of these programs raises a number of questions, including: Is this kind of outsourcing of instruction to noncollege providers of educational services something to be resisted or embraced?, What are the possible benefits and detriments to students, their parents, their teachers, and the educational institutions?, What standards should be met with respect to student readiness, teacher preparation, curricular content, pedagogical strategies, and learning outcomes? How can we create a seamless K-14 educational system that effectively teaches writing to students in the transition from adolescence to adulthood? Contributors to this volume--including high school teachers, professors at community colleges and universities, and administrators at both the secondary and postsecondary levels--explore the complexity of these issues, offer best practices and pitfalls of such a system, establish benchmarks for success, and lay out possible outcomes for a new educational landscape.

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