Question:

a d e m i c w r i t i n g
i s c o l l e g e a c
How o l w r i t i n g a n d
m h i g h s c h o
different fro s m o o t h e n t h e
b e d o n e t o
what can r i t i n g s t y l e s ?
b e t w e e n w
transition
 Conversati
he on
T
th e li m it s o f u si n g th e w o rd
ti o n o f
ic le d e sc ri b e s th e in v e st ig a g p ro c e ss . T h e a u th o rs a re
T h is a rt ri ti n
’ to d e sc ri b e th e c re a ti v e w ry p ro c e ss .” T h e y c o ll e c te d
‘d is c o v e ry cov e
th e “p ro b le m -s o lv in g a n d d is s a n d n o v ic e s a n d c o m p o se d
re se a rc h in g fr o m w ri ti n g e
x p e rt ri te rs
p ro c e ss in fo rm a ti o n
c o n c lu si o n w a s th a t g o o d w
w ri ti n g
rh e to ri c a l p ro b le m . T h e a n p o o r w ri te rs a n d h a v e
a m o d e l o f th e ri ti n g th
ly d if fe re n t a p p ro a c h to w w ri ti n g m u st so lv e ..
o m p le te m ' th e ir
have a c d se t o f w h a t 'p
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in
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g a Rhetorical Problem”
overy: D efinin
f Disc
“The Cognition o

a s c o ll e c ti n g e v id e n c e fr o m
w
h m e th o d u se d in th is a rt ic le c o n c lu d e d th a t n o t
The re se a rc se a rc h e rs
o u s p u b li sh e d a rt ic le s. T h e re a n d m a n y w ri ti n g p ro c e ss
v a ri w ri ti n g p ro c e ss g.
ry o n e g o e s th ro u g h a
le a d s to n o n a c a d e m ic w ri ti n
eve le ; T h is a p p ro a
ch
n d sa y is n o
re q u e st io n a b ri ti n g m o d e ls a
b e li e fs a u ra g e th e u se o f w g.
T h e a u th o rs a ls o d is c o
e u se o f a m o d e l fo r w ri ti n
o rt in g th "
e v id e n c e su p p
c es s a p p ro a c h to college writing
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"Caveat emptor:

it y
ti n g P ro g ra m a t th e ir u n iv e rs
W ri
u th o rs e x a m in e th e S u m m e r e g a p b e tw e e n h ig h sc h o o l
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le n s fo c u si n g o n h o w to b ri d tw o st u d e n t w ri te rs w it h a
w it h a a te d
c o ll e g e w ri ti n g . T h e y e v a lu e ss m e n t. T h e y c o n c lu d e d
w ri ti n g a n d -a ss
, re v is io n se c ti o n , a n d se lf a ry b e tw e e n c o ll e
ge
l c a te g o ry a c t b o u n d
c o n tr o ib le to c h a rt th e
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ss e d it a n d w h o
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th a t it w n g , b u t th e y c o u ld
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h o o l w ri ti e th e ir te a
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chool and colleg
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ts
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te
a rt ic le a n a ly z e s h o w to b e st t o ft e n o c c u rs d u ri n g th
e
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to w ri te a n d th th a t u n iv e rs it ie
n t p ro c e ss . T h e a u th o r sa y s su c c e ss in te a c h in
g
c u rr e to e n su re
ti v e p ro g ra m s e tt e r w ri te rs .
sm a ll c o ll a b o ra h o w to b e b
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m a rg in a li z e d st
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uld
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g H u n t' s a rt ic le re se a rc h in g
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h
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e n t in w ri ti n g . H u n t u se s a n a n d sh o w s th e fl a w
s in
im p ro v e m h is fi n d in g s
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t: T e e na g e stu d ents, college
assignmen
M isu nderstanding the o f gro w th [book review]
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tE n
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T h is st li te ra c y in st ru c
ti to
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d ie s a n d st u d e n t in te rv ie w s
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AAVE. T le ss
y d is c ri m in a ti o n a n d h o w to o m a y u se d ia le c ts o f
sh o w li te ra c ud e n ts w h
c h in g w ri ti n g to st
is im p o rt a n t in te a
o n o t fi t 's ta n d a rd E n g li sh '.
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an u rb a n h igh school English c
y in
Critical pedagog

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T
n e w re se a rc h to sh o w th e
nd
th o rs u se e x is ti n g re se a rc h a sc h o o l w ri ti n g . S p e
c if ic
T h e se a u ng a n d h ig h s
n c e s b e tw e e n c o ll e g e w ri ti e x is ti n g d if fe re n c e s, su c h a
d if fe re se d to sh o w th
e n
te a n d st a ti st ic s a re u
is c ip li n e s, st u d e n ts ’ v ie w s o
da gd
t a re v ie w e d a s g o o d w ri ti n lt y . T h e se id e a s c a n b e u se d
wha c u
s a ss ig n e d b y fa
w ri ti n g , a n d w ri ti n g ta sk
g in h ig h sc h o o l a n d c o ll e g e .
ri ti n
to a n a ly z e d w
hool/writing in
Writing in high sc ctions
R e se a rc h tren ds and future dire
college:

e a ss e ss m e n t p ro g ra m s to
n li n
d is c u ss e s th e b e n e fi ts o f o c o ll e g e a n d h ig h sc h o o
l
T h is a rt ic le nd a rd s in
m m o n u n d e rs ta n d in g s o f st a ti n g is ta u g h t d if fe re n tl y in
b u il d c o w ri
c to rs . T h e a u th o r fi n d s th a t c e ss a ry to a v o id th is
.
w ri ti n g in st ru anda rd is n e
n t p la c e s a n d a c o m m o n st n c e o f th e li m it a ti o n s
and
d if fe re it h e v id e
s a re su p p o rt e d w
T h e se c la im e se p ro g ra m s.
chers of writing in
n ta g e s o f th
adva c h oo l te a
nd h ig h s
gin g th e g ap b e tween college a E n g lish in th e Tw o-Year College
Brid m munity. Teaching
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in
th a t st u d ie s what happens
ic le a t is ta u g h t in
b o o k re v ie w is a b o u t a n a rt m p a re s to w h
T h is t co
ri ti n g c o u rs e s a n d h o w th a e d if fe re n c e s b e tw
een
fi rs t- y e a r w d li g h t o n th
h o o l. T h e se c o m p a ri so n s sh e th e fl a w s in th e st u d y a n d
h ig h sc s
w ri ti n g . T h is re v ie w sh o w
th e st y le s o f
h o w is c o u ld b e d if fe re n t.
sa y s
n t n e ve r en d [b ook review]
e
o lleg e w ri tin g ? Let the disagreem
What is real c

 rs pe ctiv es i
P e n
co nv e rs ati
h is on
t
c o ll e g e w r it in g . C o ll e g e
m
w r it in g is v e r y d if fe r e n t fr o o r g a n iz e d , w h e r e a
s
H ig h s c h o o l is m o r e
n m o r e s tr a ig h tf o r w a r d a n d p p le m a n a n d G r e e n ).
w r it in g is o ft e in a l. (A
it in g is m o r e li v e ly a n d o r ig to w r it e in a m o r e
h ig h s c h o o l w r r s b e g in
n to c o ll e g e w r it in g , w r it e s k il ls , li k e th e u s e o f
tr a n s it io w r it in g
In th e
n d le a r n to a p p ly im p o r ta n t o ft e n d if fi c u lt to
v o ic e a c e s , it is
m a tu r e
y o n d th e s e o b v io u s d if fe r e n s c h o o l a n d w r it in g in
r ic . B e h ig h
r h e to
o u n d a r y b e tw e e n w r it in g in t to h e lp s tu d e n ts
e th is b a tt e m p
d e s c r ib
a r e m u lt ip le m e th o d s th a t
c o ll e g e . T h e r e tr a n s it io n .
s m o o th e n th is

in g , s o m e s c h o la r s s h o w
f h ig h s c h o o l v s c o ll e g e w r it o th e r s show how
s ti o n o s a n d
O n th e q u e e e n th e tw o w r it in g s ty le a p p r o a c h is
n c e s b e tw . A n o th e r
th e d if fe r e
o o le r s to s u c c e e d in c o ll e g e a s ie r . A p p le m a n
ig h s c h n s it io n e
to te a c h h ts h o w to m a k e th is tr a y b e tw e e n
e g e s tu d e n th e b o u n d a r
te a c h in g c o ll y e s w h e n d is c u s s in g h o w th is tr a n s it io n
r a n d H a d . P a r t o f
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h ig h s c h o o g p r e s e n te
c o ll e g e a n d a te g ie s to fa c il it a te w r it in s th a t summer
o u r s e s tr u m p ti o n
is u s in g d is c le m a n u s e s it to s h o w a s
s
d is c usses how
, a n d A p p . B a r n e s
and Hayes c o m in g s tu d e n
ts
g p r o g r a m s m a k e a b o u t in
e p e o p le w r it e b e tt e r . A ll o f
w r it in
n s c a n b e u s e d to h e lp m a k r o a c h e s to im p r o v in g
c o n v e r s a ti o p
g e th e r to s h o w v a r io u s a p l a n d c o ll e g e .
p o in ts c o m e to in h ig h s c h o o
th e s e g
d e n ts fa c e b e tw e e n w r it in
th e g a p s tu
 o w is th is a
H c o m
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an 's c
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er ?
d si ia
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has "a b ro a d ly a h a s "m e c h a n is b e rs "
g o a ls " on among mem
c o m m o n p u b li c m m u n ic a ti
unity are to ease in te rc o
The goals of this
comm
s in this com
munity cite each
tion from college writing to high Article
nic ate with each other.
the transi other and c om m u
school writing.

er
m m u n ic a ti o n s th a t h e lp fu rt h
u se s th e se "c o h a s "o n e o r m o re g e n re
n is m s to p ro v id e in fo rm a ti o n f th e d is c o u rs e c o m m u n it y "
mecha th e g o a ls o
a n d fe e d b a c k " ach in this conversation is
comm unicate with e The main g en re
nd
olars viewed articles a
These sch

ays. em ic, p eer- re

other in various w acad
books.

p e rt
is (s p e c ia li z e d is "a th re sh o ld le v e l o f e x
"A sp e c if ic le x T h e re 6 )"
se d m e m b e rs (2 4 -2
la n g u a g e )" is u
language in this are many m embers in this
Some specialized There
rsation is rhetoric, genre, and conversation .
conve
curriculum.
 at I've learn
h ed
W i n h igh
twee n w r i t i n g
t r a n s i t i o n b e
le a r n e d t h a t the c o m p le x . I t i s not
I o ll e g e i s quite
n d w r i t i n g i n c m a n y s m a ll
schoo l a u a l; h o wev e r ,
b y the i n d i v i d a li t y
a lw a y s n o t i c e d n ’ s w r i t i n g q u
r r i n g i n t h e p erso
cc u are
changes are o u r i n g t h is tr a n s i t i o n . T h e r e
i t i n g p r o c e s s d g s k i ll s a nd
an d w r p e r s o n’s w r i t i n
s t o me a s u r e a a li t y.
dif f e r e n t w a y t ten p i e c e ’ s q u
a s s e s s a w r i
i f f e r e n t c r i t e ria to d t o i m p r o ving
d a c le a r me t h o
u s u a ll y be
There is not i v i d u a l' s diff e r e n c e s m u s t
tin g . I n d here
s o m e o n e 's w r i a c h t o teach i n g w r i t i n g . T
d i n t h e a p p r o e n s t a r t i n g
cons i d e r e t s s u c ceed w h
o h e lp s t u d e n
are m a n y w a y s t
t h e s e t e c h n i ques
r i t i n g a n d I n otice t s
co ll e g e - le v e l w n e d t h a t t e x
c la s s e s . I a ls o le a r
i n g t a u g h t i n my a n d t h e r e a re
b e d i f f e r e n t w ay s
n i c a t e i n ma n y s I d i d n ’t
c o m m u u r r i ng in p la c e
rs a t i o n s o c c
c o m p le x c o n v e tio n s w e r e p o s s i b le .
think conversa
 Curiosity
r i o u s a b o u t m y
a d e m e c u
This m r a n s i t i o n o f
n c e i n t h e t
own experie c o m p a r e d t o
h i g h s c h o o l
writing in l s o m a d e m e
l l e g e . I t a
writing in co r w r i t i n g
o u s a b o u t o t h e
cur i r y t o
l i f e : e l e m e n t a
transit i o n s i n
m i d d l e t o h i g h
mid d l e s c h o o l ,
o l l e g e t o t h e
school, and c n s i t i o n s
A l l o f t h e s e t r a
workforce. w o u l d b e
d i f f e r e n t a n d
are s w e l l .
t o r e s e a r c h a
interes t i n g
 ibliography
B c o lle g e :
w ri ti n g in
sc h o o l/
e e . (2 0 10 ). W ri ti n g in h ig h a ti o n 6 2 .1 , 14 7 -1 7
9.
m e s M c G C o m m u n ic
n e ; S h a ro n Ja n and
A d d is o n , Jo a n c ti o n s. C o lle g e C o m p o si ti o
a rc h tr e n d s a n d fu tu re d ir e
ry b e tw e e n h ig h sc h o o l a n d
R e se ounda
9 9 3 ). M a p p in g th e e lu si v e b
re e n . (1 9.
m a n , D e b o ra h ; D o u g la s E . G C o m m u n ic a ti o n 4 4 .2 , 19 1- 19
A p p le n and
w ri ti n g . C o lle g e C o m p o si ti o H ig h S c h o o l S tu d e
n ts .”
c o lle g e S h o u ld T e a c h
W h y C o lle g e T e a c h e rs
P la c e s:
. “S w it c h in g
B a rn e s, N a n c y o . 3 (1 9 9 9 ): 2 9 3
– 3 13 . e
rr ic u lu m in q u ir y 2 9 , n
e n ts , c o lle g e w ri ti n g , a n d th
C u e st u d
a ss ig n m e n t: T e e n a g 82.
4 ). M is u n d e rs ta n d in g th e
C o m m u n ic a ti o n 5 5 .3 , 5 8 0 -5
. (2 0 0 n and
C la rk , A n n a H o lle g e C o m p o si ti o
o f g ro w th [b ook re v ie w ]. C
c o lle g e w ri ti n g . Jo u rn a l o f
p a in s ro a c h to
r: T h e w ri ti n g p ro c e ss a p p
m p to
T h o m a s G . (1 9 9 0 ). C a v e a t e
D e v in e , .x
d u c a ti o n 14 .1 , 2 -4
D e v e lo p m e n ta l E
a g re e m e n t n e v e r e n d [b o o k
th e d is
is re a l c o lle g e w ri ti n g ? Le t
0 11 ). W h a t is tr a ti o n 3 4 .2 ,
15 3 -1 6 1.
E lb o w , P e te r. (2 g ra m A d m in
: W ri ti n g P ro al
re v ie w ]. W P A v e ry : D e fi n in g a R h e to ri c
o f D is c o
s. “T h e C o g n it io n 32.
e r, Li n d a , a n d Jo h n R . H a y e
u n ic a ti o n 3 1, n o . 1 (1 9 8 0 ): 2 1–
Fl o w d com m
le m .” C o lle g e c o m p o si ti o n a n n h ig h sc h o o l E n g li sh c la ss
.
P ro b n u rb a
0 8 ). C ri ti c a l p e d a g o g y in a
i. (2 0
A m a n d a J. ; A n g e la M in n ic
G o d le y , 6. hool
n 4 3 .3 , 3 19 -3 4 g e a n d h ig h sc
U rb a n E d u c a ti o gap b e tw e e n c o lle
3 7 .3
ry g ie r. (2 0 10 ). B ri d g in g th e in th e T w o -Y e a r C o lle g e
; G ig i K g E n g li sh
ri ff in , M e ri le e ; A m y Fa lb e rg ss m e n t c o m m u n it y . T e a c h in
G li n e a ss e
w ri ti n g in a n o n .
te a c h e rs o f
te ra c ie s] , 2 9 5 -3 0 4 3,
e c ia l Is su e : 2 1s t C e n tu ry Li
e a d in g s o n W ri ti n g V o lu m e
[S p e s: R
C o m m u n it ie s. ” W ri ti n g S p a c 2 0 2 0 , p p . 10 0 -1 15 .
is c o u rs e P a rl o r P re ss ,
n d e rs ta n d in g D a tt h e w V e tt e r,
M e lz e r, D a n . “U S te w a rt , a n d M
a D ri sc o ll, M a ry
e d it e d b y D a n