high school vs. college writing - 1 views

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  #1 Bill Xiong on 12 Mar 12

   

  This article researched about academic writing in secondary education. It seems like more and more people these days struggle with transitioning from high school to college. The writing standards and expectations differ dramatically. In high school, students are graded and expected to use the five paragraph format. This creates a base foundation on which students can help develop transitioning sentences and paragraphs. In college however, this structure is frowned upon. The students are used to writing in this format only so when professors ask them to write papers they automatically fall back to this technique. English language learners also have had trouble adapting to the different format college requires. Approximately 1/3 of high school students who are planning to continue on into post-secondary education do not meet standards of readiness for college-level writing (ACT, 2005). And national test data show that only 24% of 12th grade students performed at or above the "Proficient" level of writing on the NAEP (Salahu-Din, Persky & Miller, 2008). Also alarming is the fact that only 2% of English Language Learners (ELLs) scored at or above "Proficient" compared to 25% of non-ELLs (http://nationsreportcard.gov/writing_2007/data.asp). Feedback is also something is not utilized in classrooms very often and this can lead to misunderstanding of the function. Most of the times papers were returned with mostly grammar and punctuation feedback and nothing on thoughts and ideas.
  
  http://www.sciencedirect.com.mantis.csuchico.edu/science/article/pii/S1075293511000365

   

  <div class="cArrow"> </div><div class="cContentInner">This article researched about academic writing in secondary education. It seems like more and more people these days struggle with transitioning from high school to college. The writing standards and expectations differ dramatically. In high school, students are graded and expected to use the five paragraph format. This creates a base foundation on which students can help develop transitioning sentences and paragraphs. In college however, this structure is frowned upon. The students are used to writing in this format only so when professors ask them to write papers they automatically fall back to this technique. English language learners also have had trouble adapting to the different format college requires. Approximately 1/3 of high school students who are planning to continue on into post-secondary education do not meet standards of readiness for college-level writing (ACT, 2005). And national test data show that only 24% of 12th grade students performed at or above the "Proficient" level of writing on the NAEP (Salahu-Din, Persky & Miller, 2008). Also alarming is the fact that only 2% of English Language Learners (ELLs) scored at or above "Proficient" compared to 25% of non-ELLs (<a href="http://nationsreportcard.gov/writing_2007/data.asp" rel="nofollow" target="_blank">http://nationsreportcard.gov/writing_2007/data.asp</a>). Feedback is also something is not utilized in classrooms very often and this can lead to misunderstanding of the function. Most of the times papers were returned with mostly grammar and punctuation feedback and nothing on thoughts and ideas. <br /> <br /> <a href="http://www.sciencedirect.com.mantis.csuchico.edu/science/article/pii/S1075293511000365" rel="nofollow" target="_blank">http://www.sciencedirect.com.mantis.csuchico.edu/science/article/pii/S1075293511000365</a></div>

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