Success in Postsecondary Writing
The concept of "college readiness" is increasingly important in discussions about students' preparation for postsecondary education. The Framework for Success in Postsecondary Writing describes the rhetorical and 21st century skills as well as habits of mind and experiences that are critical for college success.
"Creating the Framework for Success in Postsecondary Writing" from College English offers a discussion of the document and the collaboration of NCTE, the Council of Writing Program Administrators, and the National Writing Project. Members of these groups, along with members of the Conference on College Composition and Communication (CCCC), visited the White House late last year and met with officials from the current administration and the policy advisor for the US Department of Education. These meetings reinforce the importance of individuals and organizations working with policymakers at all levels to help develop policy that shapes writing instruction in K-16 settings. (To learn how you can speak out about your work with students and the kind of support that you need, watch "Finding Our Voice -- Speaking Out to Build Support for Our Work.")
Hear a conversation with Cathy Fleischer and NCTE Executive Director Kent Williamson on Education Talk Radio about the Framework and student success in college writing; Linda Adler-Kassner talk about "New Approaches to Teaching Postsecondary Writing" on Kansas City, Missouri's, Public Media Station; 2012 CCCC Chair Chris Anson talk about the importance of teaching writing in college on Higher Education Talk Radio.
Watch a presentation shared with attendees of a Two-Year College English Association regional conference that lists uses of the Framework and presents discussion questions such as "How can we work within our institutions to increase students' opportunities for habits of mind and experiences with writing, reading, and critical analysis?"
Read an editorial from Teaching English in the Two-Year College that praises the Framework for not offering a set of standards but instead exploring eight "habits of mind" (defined as "ways of approaching learning that are both intellectual and practical and that will support students' success in a variety of fields and disciplines").
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