“The likelihood that students will make a successful transition to the college environment is often a function of their readiness—the degree to which previous educational and personal experiences have equipped them for the expectations and demands they will encounter in college” (Conley).. In modern times, the high school degree is not all the students are pursuing; many are pursuing degrees from post secondary institutions. One requirement of post secondary institutions is a first year composition class. “99 percent require courses that focus on writing skills, 95 percent require courses that develop critical thinking skills, and 79 percent require courses that develop intercultural skills” (“Humanities by the Numbers). With 99 percent of
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The difference between college and high school can be one of the major issues in why students struggle with transfer. For example, one major difference is “the pupil-teacher relationship changes dramatically, as do expectations for engagement, independent work, motivation, and intellectual development”(Conley). College writing requires students to write differently than they and try new styles of writing that challenge their critical thinking skills. Next, a major differences in college and high school is the expectations and different themes of writing. College composition classes have different expectations, such as a different meaning of argument for example. “In college, an argument is something less contentious (than a dispute over a simple problem) and more systematic. It is a set of statements coherently arranged to offer three things that experienced readers expect in essays” (Williams and McEnerney). The ‘three things’ that Williams and McEnerney are referring too include a claim, evidence, and limits and objections to the said claim. To further explain claim, college writing professors expect to see a claim that gains their attention and makes them want to read more. The evidence is a crucial aspect in which the writer backs up his or her claim with facts or statistics. Lastly, a student needs to show evidence of limits and objections to his or her claim. Together, …show more content…
Often time, revision has been left out of the high school writing class agenda. To prove this point, the director of the Center for Educational Policy Research, noticed “that students often handed in work only once, rather than taking time to edit and revise” (Hoppe, Kerri E). This can cause students to feel that revision is not an important part of writing and turn in work that is considered ‘rough draft’ material to college professors, while the students views it as final draft material. Lastly, students did not have much experience with peer feedback, drafting, or the revision process (Hoppe, Kerri E). The idea of peer reviewing is often unheard of in high school classes. For example, a high school teacher stated, “I do not do a great deal of peer review work”, but instead Goetcsh has the students share their work to the whole class (Goetcsh, Danielle). This idea of having students discuss their writing to the class as a whole can be a very uncomfortable tasks for students. This can impact the students’ willingness to try new and creative ways of writing. Sharing to a large group of people also prevents more in depth discussion of work that can happen in smaller peer groups. It is also assumed that students prefer teacher feedback to student feedback in high school. This is because the high school student may feel that he or she needs to focus on what the
The difference between college and high school can be one of the major issues in why students struggle with transfer. For example, one major difference is “the pupil-teacher relationship changes dramatically, as do expectations for engagement, independent work, motivation, and intellectual development”(Conley). College writing requires students to write differently than they and try new styles of writing that challenge their critical thinking skills. Next, a major differences in college and high school is the expectations and different themes of writing. College composition classes have different expectations, such as a different meaning of argument for example. “In college, an argument is something less contentious (than a dispute over a simple problem) and more systematic. It is a set of statements coherently arranged to offer three things that experienced readers expect in essays” (Williams and McEnerney). The ‘three things’ that Williams and McEnerney are referring too include a claim, evidence, and limits and objections to the said claim. To further explain claim, college writing professors expect to see a claim that gains their attention and makes them want to read more. The evidence is a crucial aspect in which the writer backs up his or her claim with facts or statistics. Lastly, a student needs to show evidence of limits and objections to his or her claim. Together, …show more content…
Often time, revision has been left out of the high school writing class agenda. To prove this point, the director of the Center for Educational Policy Research, noticed “that students often handed in work only once, rather than taking time to edit and revise” (Hoppe, Kerri E). This can cause students to feel that revision is not an important part of writing and turn in work that is considered ‘rough draft’ material to college professors, while the students views it as final draft material. Lastly, students did not have much experience with peer feedback, drafting, or the revision process (Hoppe, Kerri E). The idea of peer reviewing is often unheard of in high school classes. For example, a high school teacher stated, “I do not do a great deal of peer review work”, but instead Goetcsh has the students share their work to the whole class (Goetcsh, Danielle). This idea of having students discuss their writing to the class as a whole can be a very uncomfortable tasks for students. This can impact the students’ willingness to try new and creative ways of writing. Sharing to a large group of people also prevents more in depth discussion of work that can happen in smaller peer groups. It is also assumed that students prefer teacher feedback to student feedback in high school. This is because the high school student may feel that he or she needs to focus on what the