Twelfth Grade Expository Reading and Writing Course November 3, 2010 Dr. Mary Adler CSU Channel Islands 805-437-8486.

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Expository Reading and Writing Course

Twelfth Grade Expository Reading and Writing Course

Presentation transcript:

Twelfth Grade Expository Reading and Writing Course November 3, 2010 Dr. Mary Adler CSU Channel Islands

First, some background… 1995: CSU focuses on remediation 1996: Trustees set 10% goal 2001: CSU faculty develop CST items 2003: 186,000 pilot the augmented CST : Develop, pilot, refine & build modules 2007-current: Train & implement program 2012: Require remediation, pre-enrollment

Purpose of the Current Program Identify students who need additional work in English/Math Advise these students to improve their skills via ERWC in senior year Avoid students spending time & money on college remediation Provide an entry exam exemption to those students who are ready as juniors

Who stands to benefit from EAP? State Board of Education Universities High School Students and Teachers Standards-based template Expository, analytical content Articulation & Collaboration

Review of Data EAP Results ◦ State of California  2009: Ready for College—16%  2010: Ready for College—21% ◦ Ventura County  2009: Ready for College—22%  2010: Ready for College—28%

Goals for this training Day 1, November 3 ◦ Develop context & rationale ◦ Explore template & modules, vol. 1 Day 2, November 5 ◦ Connect concepts to teaching & template ◦ Resources: vocabulary, writing, web Day 3, March 4 ◦ Reflect on teaching & analyze student work ◦ Explore modules, vol. 2

The Great Divide…or is it? Considering differences between high school & college

A textbook survey What are the major differences between the high school and college texts? In what ways do the texts encourage a particular way of teaching the material? What are the assumptions about reading and writing suggested by these texts?

Your Observations High School Front-loading, connections, author backgrounds Scaffolding and support (margins, reading check, etc.) Connections explicitly made—historical, authors’ biography Provide motivation Can’t write in it! “Not yours” College Smaller font, assumes reading stamina Assume reading strategies & abilities, notetaking, text marking, annotation skills Begins with analysis questions No color, pictures, standards, G.O., etc. Requires connections to broader, philosophical issues and literary periods

“Academic Literacy” Make a list of skills that you emphasize with high school students to ensure academic success in college

Top 10 list of important or essential literacy skills in college: Exhibit curiosity (80%) Experiment with new ideas (79%) See other points of view (77%) Challenge their own beliefs (77%) Engage in intellectual discussions (74%) Ask provocative questions (73%) Generate hypotheses (72%) Exhibit respect for other viewpoints (71%) Read with awareness of self and others (68%) From Academic Literacy (2002), pg. 13.

ERWC as a Bridge Between HS and College Use of high interest, expository texts Multiple texts examined in tandem Explicit discussion of rhetorical choices Rereading and annotation practices Consistent literacy strategies for reading, writing, and speaking Common framework for all modules (“The Template”)

Time for a break!