2019
DOI: 10.58680/tetyc201930156
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Feature: Writing Proficiency and Student Placement in Community College Composition Courses

Abstract: Despite national efforts to accelerate students through precollegiate writing course sequences to transfer-level composition, questions persist regarding appropriate placement and the support needed for students to succeed. An analytical text-based writing assessment was administered to students across four levels of composition courses at a California community college. Differences in student writing scores between course levels and the relationship between writing score, course level, and high school GPA wer… Show more

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Cited by 2 publications
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